TEACHER GROWTH AND ASSESSMENT PROCESS

Procedural

Handbook

TM

© SERVE 2004 
© SERVE 2004 

TEACHER GROWTH AND ASSESSMENT PROCESS

Procedural Handbook

© SERVE 2004 • Proprietary—Not for copying without the express permission of SERVE.

First Printing, 2004

Produced by SERVE

Associated with the School of Education, University of North Carolina at Greensboro

Design Team Members

Barbara B. Howard, Ed.D., Project Director, Assessment, Accountability, and Standards at SERVE

Wendy H. McColskey, Ph.D., Program Director, Assessment, Accountability, and Standards at SERVE

Paula Egelson, Ed.D., Program Director, Reading and School Improvement at SERVE

Charlotte Danielson, Educational Testing Services (ETS), Trenton, New Jersey

Karen Wetherill, Ed.D., Assistant Dean, Watson College of Education, University of North Carolina 

at Wilmington

Hazel Gibbs, Director of Human Resources, Chapel Hill/Carrboro School District, Chapel Hill, 

North Carolina

Mary Margaret Ingle, Ph.D., Assistant Superintendent, Polk County Schools, Tryon, North Carolina

Linnea Litaker, District Administrator, Rowan-Salisbury Schools, Salisbury, North Carolina

Written by

Barbara B. Howard, Ed.D., Project Director, Assessment, Accountability, and Standards at SERVE

Edited by

Karen DeMeester, Ph.D., Senior Program Specialist, SERVE

Designed by

Tracy Hamilton, Assistant Program Specialist, SERVE

The content of this publication does not necessarily reflect the views or policies of the Institute of Education 

Sciences, U.S. Department of Education, nor does mention of trade names, commercial products, or 

organizations imply endorsement by the U.S. Government.

This document was produced with funding from the Institute of Education Sciences, U.S. Department

of Education, under contract no. ED-01-CO-0015.
© SERVE 2004 

Overview of Teacher Growth and Assessment

Beginning Teacher Growth and Assessment

The Orientation

The Components of the Summative Evaluation Phase

Classroom Observation and Post-Observation Dialogue

 The Summative Interview

 Scoring the Matrix: The Profile of Performance Sheet

 The Post-Interview Conference

 Determining the Next Steps

The Formative Evaluation Phase

Teacher Growth and Assessment Process: 

Assessment Matrix

Forms

Table of Contents

1

17

29

33

53

63

73

34

38

46

48

49
© SERVE 2004 
© SERVE 2004 

1

Overview of

Teacher Growth

and Assessment
© SERVE 2004 

2 Teacher Growth and Assessment Process: Procedural Handbook

Overview

Purpose

Teacher Growth and Assessment (TGA) is a comprehensive teacher 

evaluation system that includes structures for both accountability 

and professional growth, taking teacher evaluation to a new level. 

TGA provides the opportunity to use teacher evaluation data to 

plan professional development, involve teachers in self-assessment, 

and structure activities around expectations of performance. This is 

accomplished through two complementary phases: (a) summative 

and (b) formative. The summative phase establishes the process for 

accountability that ensures overall competency of the classroom teacher 

while also acknowledging those who meet or exceed state teaching 

standards within specific areas. All new teachers and those requiring 

more intense supervision should be evaluated using the summative 

process. All experienced teachers, including those who excel in their 

practice, should undergo summative evaluation at least once every 

three years. In contrast, the formative phase is designed to provide 

maximum opportunity for experienced (three plus years) teachers who 

have demonstrated proficient (or above) performance levels and are 

ready to be self-directed with minimum supervision.

The summative phase allows for a graduated system of accountability 

to address the needs of those entering the profession. Novice teachers 

should be on the summative phase for at least the first three years 

as they build their skills and knowledge under the guidance of an 

experienced mentor. During the first critical year of practice, the 

novice and the mentor focus on developing proficient performance 

in 12 of the 22 performance dimensions while beginning to practice 

skills demanded by the remaining 10 dimensions. The second-year 

teacher adds seven more dimensions for accountability, thus building 

on the 12 from the previous year. The third-year teacher is ready to 

demonstrate proficiency in all 22 areas. This gradual adoption of the 

Assessment Matrix promotes a strong foundation while maintaining high 

expectations for performance.

The formative phase provides structures for experienced teachers 

who meet or exceed expectations of performance to engage in 

deep, individualized professional growth. This process is designed to 

improve instructional practice—arguably the most important function of 

evaluation (Haefele, 1993; Manning, 1988).

Why engage in teacher evaluation? An effective system of teacher 

evaluation properly implemented can be a principal’s most powerful 

tool in fulfilling the role of instructional leader. The intent of this system 

of teacher evaluation is to provide principals with a tool to increase 
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook

3

Overview

their own instructional leadership skills while guiding teachers in 

improving their practice.

Rationale Behind the Process

The national report What Matters Most: Teaching for America’s Future

(National Commission on Teaching and America’s Future, 1996) 

identified the quality of teachers in the classroom as having a critical 

impact on student learning. William Sanders (1998) found through 

the Tennessee Value-Added Assessment System (TVAAS) that the effects 

of teacher quality on student learning were long-lasting with profound 

effects on student achievement. Students who experienced three lowperforming teachers in a row showed significantly lower achievement 

gains throughout later years. Even having a high-performing teacher 

later on did not make up for the loss. According to Sanders (1997), 

the clear implication of these findings is “more can be done to improve 

education by improving the effectiveness of teachers than by any 

other single factor” (p. 63). Through a system of feedback based on 

data directly related to job performance, a principal can influence a 

teacher’s practice.

How can principals have the greatest impact on the development of 

competent teachers if not through summative evaluation processes that 

provide the structure for high expectations, multiple sources of data, and 

clear, credible feedback?

The Summative Phase

Definition

Summative evaluation is a judgment on the quality of the total teaching 

performance of an individual teacher over a specified time period

(Gullatt & Ballard, 1998; Sergiovanni, 1995; Scriven, 1987). Since 

the data collected and analyzed during an evaluation period should 

guide future employment and principals’ decisions, this process may 

be viewed as quality control for the protection of students and the 

public from incompetent teaching (Sergiovanni, 1995; Popham, 1988). 

Summative evaluation, then, is administrator-directed with an emphasis 

on accountability. 

Assessment Matrix 

Improving student learning is a dynamic process requiring continual 

growth in teacher knowledge and skill. To foster individual teacher 

growth, there must be clear, specific expectations of performance that 

guide feedback on current teaching practice. Everyone involved in 

the evaluation process—administrators and teachers—must have a 

common understanding of what those expectations look like in practice. 
© SERVE 2004 

4 Teacher Growth and Assessment Process: Procedural Handbook

Overview

Those expectations are defined by an analytic rubric, the Assessment 

Matrix. This Matrix provides clear descriptions of performance defined 

as unsatisfactory, needs improvement, proficient, and accomplished

practice within each dimension. These descriptions guide both teachers 

in self-assessment and administrators in scoring, thus keeping everyone 

“on the same page.” Instead of rating scales left open to interpretation, 

the Matrix provides a more defined road map for both teacher and 

evaluator to assess the teacher’s performance within each dimension.

The Assessment Matrix is aligned with the Interstate New Teacher 

Assessment and Support Consortium (INTASC) standards for new 

teachers and the National Board for Professional Teaching Standards. 

In some districts, it may be modified by SERVE to reflect district goals 

applicable to all teachers. The Matrix represents expectations for all 

teachers employed within any given district, and, as such, it is necessary 

that all expectations for performance be appropriate for all teachers 

regardless of subject or grade level. While standards of performance 

must be maintained, there is flexibility among grade levels and subject 

areas in the type of evidence or practice to support those standards.

The Matrix is divided into six broad categories of teaching responsibilities:

1. Planning 

2. Instruction

3. Assessment

4. Student Motivation and Management

5. Teacher Impact

6. Professional Growth and Contribution

The six categories are defined by 22 performance dimensions with four 

clearly stated levels of performance: 

1. Unsatisfactory

2. Needs Improvement 

3. Proficient

4. Accomplished

The evaluator uses the Assessment Matrix as a guide to judge overall 

performance and provide feedback to teachers on the quality of their 

job performance. The teacher uses the Assessment Matrix as a guide for 

analyzing practice through self-assessment. The written descriptions of 

the levels of performance within the Matrix provide clear expectations 

and reduce some of the subjectivity inherent in rating scales. The 

expectations for each level of performance are clearly stated and enable 

the teacher to determine what actions are needed to perform at higher 

levels. For this reason, the Assessment Matrix provides an excellent 

opportunity for teacher self-assessment at the beginning of the summative 

year and as a guide to the development of professional growth goals for 

the formative year.

Please note:

It is important that 

principals use the actual 

descriptors within the 

performance dimensions 

when considering the 

score for a performance 

and not rely on their 

own interpretation of the 

labels for each level.
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook

5

Overview

Feedback must be credible and based on multiple sources of data rather 

than the principal’s interpretation of a rating scale. By moving away 

from more subjective rating scales, the Matrix improves communication 

between administrators and teachers to deepen overall understanding of 

effective practice.

Multiple Sources of Data

Beyond the Classroom Observation, there are many other sources of 

data that are useful in examining the teacher’s total job performance. 

Multiple sources of data include documents and artifacts selected by the 

teacher as representative of the wide range of responsibilities and duties 

of teaching as well as any data collected from parent and/or student 

surveys. Artifacts of teaching may range from lesson plans to student 

work samples depending on the nature of the teaching assignment. They 

may also include documentation of participation in school committees, 

professional development activities, and contributions to the profession, 

such as conference presentations or participation in local, state, or 

national organizations. 

During the data collection phase, there will be several opportunities for 

the teacher to present evidence of performance as well as talk about the 

context of his or her classes. Therefore, all presentations of evidence, 

such as during the Post-Observation Dialogues and the Summative 

Interview, should take place in the teacher’s classroom or wherever the 

teaching takes place (e.g., gym, music room, auditorium, etc.). This 

allows the evaluator to gain insight into performance beyond what may 

be observed during instructional presentation by examining organization 

of materials, planning tools, student work files, etc.

The following are some of the advantages to incorporating multiple 

sources of data when evaluating a teacher: ● The evaluator’s view of the teacher’s performance is broadened. ● The principal does not shoulder the total “burden of proof.” ● Teachers assume greater ownership of the process. ● Teachers become more reflective as they select artifacts of practice to 

share during the Summative Interview.

● Parents and students may provide additional insights into certain 

aspects of the teacher’s effectiveness.

The quality of the data presented helps the principal determine the level 

of performance within the specific dimensions of the Assessment Matrix. 

Within the context and culture of the school, a principal may require 

that all teachers engaged in summative evaluation submit certain types 

of documents or artifacts. In addition, the language of the Matrix guides 

the type and quality of materials presented. Since the teacher should 
© SERVE 2004 

6 Teacher Growth and Assessment Process: Procedural Handbook

Overview

become familiar with the Matrix through self-assessment activities 

beginning at the start of the school year, the teacher is able to collect 

and document those artifacts and activities most closely aligned with the 

expectations of the scoring Matrix throughout the course of the year.

It is important to note that teachers should not “generate” certain types of 

evidence solely for the purpose of evaluation or the Summative Interview. 

Any evidence or sample documentation that is presented to the evaluator 

should be a true representation of what the teacher is actually doing with 

or for students and the school at the time of the Summative Interview. 

Other than the collection and selection of representative samples of 

materials, it is not necessary, nor should it be encouraged, for teachers 

to expend a great deal of extra time in preparation for the Summative 

Interview. Teachers engaged in the summative process should be 

encouraged to maintain ongoing files or storage containers throughout 

the year to collect representative samples. Any sample materials 

needed to support the teacher’s presentation should be part of that 

teacher’s regular teaching performance. Preparation involves primarily 

a review and organization of the teaching artifacts to select those to be 

presented. This review encourages teachers to reflect on their practice.

The Major Components

of the Summative Process

There are a series of sequenced steps (see Figure 1) an evaluator must 

follow during the summative phase of a teacher’s evaluation. Successful 

implementation of this system depends on the adherence of the evaluator 

to both the sequence (including meeting all due dates) and the procedures outlined below. Each component below is discussed in detail in 

subsequent sections of this handbook. 

Step 1: Orientation 

This step occurs at the beginning of the school year prior to any initial data 

collection by an evaluator. During this meeting, the principal presents:

● An overview of the purpose and process of evaluation.

● The Assessment Matrix for use as a self-assessment instrument 

throughout the year.

● The Teacher’s Guide to the Summative Interview.

Additional materials in support of the process may be given to teachers 

at this time. These materials may include but are not limited to the 

following:

● Copies of the district’s policy on teacher evaluation

● Timelines

● District strategic plans

Always rely on the data 

presented throughout the 

year when determining 

a Profile of Performance.
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook

7

Overview

● School improvement plans ● Any data collected on the previous school year that might guide 

teacher goal selection (e.g., student achievement data, parent survey 

data, or other schoolwide information)

The Orientation is intended to develop teacher understanding of the 

process. It is an important step in beginning the conversations between 

teachers and principals about the goals of the school, good teaching 

practices, and expectations for performance. During other faculty 

meetings throughout the school year, the principal may revisit the 

Assessment Matrix and related issues.

Step 2: Collecting Data: The Classroom Observation and

Post-Observation Dialogue 

For teachers with four or more years in the classroom, the evaluator 

should conduct a minimum of two Classroom Observations each 

followed within 10 days by a Post-Observation Dialogue. The Dialogue 

is not a conference! It is still part of the data-collection process. The 

Dialogue, held in the teacher’s classroom, offers the opportunity 

to discuss areas of the teacher’s practice related to the instruction 

observed but not easily seen, such as related assessment processes. 

By using the Observation as a starting point or springboard, the 

evaluator can ask questions to expand on data collected during the 

Observation. It is also an excellent tool for the administrator to support 

and encourage professional reflection.

The Observation and Dialogue are not the only sources of evidence 

for the evaluator throughout the summative phase. In addition to the 

formal Classroom Observation, the evaluator may have an opportunity 

to observe teacher performance outside the classroom (e.g., parent 

conferences, committee participation, etc.).

The summative process depends on multiple sources of data to provide 

information to both the teacher and the evaluator on total teaching 

performance. Classroom Observation is not the best source of data for 

some of the dimensions within the Assessment Matrix. The teacher and 

the evaluator should be open to an examination of a wide range of data 

sources that provide a view into each performance dimension.

In addition to observations, data sources should include, but might not 

be limited to, such artifacts as: ● Lesson plans. ● Student work samples. ● Assessment instruments and gradebooks. ● Documentation of parent contacts. ● Student achievement data. ● Feedback from parents and students. 
© SERVE 2004 

8 Teacher Growth and Assessment Process: Procedural Handbook

Overview

When collecting data for summative evaluation, it is necessary that the 

evaluator ensure confidentiality, security of materials, and accuracy 

of documentation. The evidence collected must accurately reflect the 

performance of the teacher throughout the year. 

Step 3: Collecting Data: The Summative Interview

The Summative Interview is an opportunity for the teacher to present a 

wide range of evidence of teaching practice. Structured questions by the 

principal guide the Interview and facilitate the scoring of the Assessment 

Matrix. If necessary, additional probing questions by the principal 

encourage teacher reflection and analysis of his or her impact on student 

learning. Teachers must be able to draw from materials in their classroom 

and, perhaps, refer to classroom structures during the Interview.

Step 4: Analysis of Data: Scoring and the Profile

of Performance

Once all evidence has been gathered, the principal uses all information 

at hand to determine the level of performance within each of the 

performance dimensions of the Assessment Matrix. The principal is 

responsible for forming a professional judgment on each performance 

dimension based on all of the information. 

Scores are recorded on the one-page Profile of Performance Sheet. 

This sheet will be shared with the teacher during the Post-Interview 

Conference. 

It is particularly important to determine in which, if any, performance 

dimensions the teacher does not meet proficient level in order to provide 

direct assistance through either repetition of the summative process or 

a formal action plan or plan of assistance. It is equally important to 

recognize and acknowledge those areas in which the teacher excels. 

This can only be done through an honest comparison of all the evidence 

gathered against the descriptors of the Assessment Matrix.

Step 5: The Post-Interview Conference

Following the Summative Interview, the principal should meet with the 

teacher within 10 school or working days. The completed Profile of 

Performance Sheet is shared with the teacher. Both the teacher and 

principal sign this sheet that becomes part of the teacher’s personnel 

folder as a record of the summative evaluation. If the teacher does not 

agree with the scoring, district grievance procedures should be followed. 

The teacher’s signature on the Profile of Performance Sheet does not 

indicate agreement but rather that the information was shared. 

While the scoring of the Profile of Performance Sheet is the sole 

responsibility of the administrator and should not be a collaborative 

process between the teacher and administrator, the Profile of 

The setting of this 

interview must be in 

the area of regular 

teaching assignment to 

facilitate understanding of the context of 

that classroom. 

Scoring should not 

occur until all data are 

collected and analyzed.
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 9

Overview

Performance must reflect the evidence presented. The teacher should be 

given every opportunity to share representative samples and data during 

the Classroom Observation, the Post-Observation Dialogue, and the 

Summative Interview. The Post-Interview Conference is the time for the 

administrator to share his or her judgment based on the data collected 

prior to scoring.

Step 6: Recommendations for Continued Professional Growth

For the experienced teacher, the principal weighs the evidence 

presented and the scoring of the Assessment Matrix to best determine the 

next steps for the teacher’s continued professional growth. The following 

options may be considered:

● Plan of Assistance or Action Plan

 If the Profile reflects serious concerns about overall teaching 

performance, the principal should place the teacher on an Action 

Plan with specific requirements, deadlines, and consequences.

● Repetition of the Summative Evaluation

 If the Profile reflects a judgment that the teaching performance is 

only marginally acceptable, the teacher should receive an additional 

year of closer supervision by the administrator and continue with 

summative evaluation.

● Formative Teacher Evaluation 

 If the teacher’s Profile reflects acceptable or better performance in 

all performance dimensions, the principal can invite the teacher to 

forego the summative phase (Classroom Observations, Summative 

Interview, and scoring) for the next year in order to concentrate on a 

more teacher-directed formative phase. 

Recommendations should be decided by the evaluator based upon 

the Profile of Performance prior to the Post-Interview Conference. It is 

discussed with the teacher during the Post-Interview Conference and 

reported on the Profile of Performance Sheet. (For beginning or novice 

teachers, the administrator should continue building practice through the 

graduated system of accountability.)
© SERVE 2004 

10 Teacher Growth and Assessment Process: Procedural Handbook

Overview

Figure 1: The Sequence of 

the Major Components of 

the Summative Process

Step 2A:

First Classroom Observation Followed

by Post-Observation Dialogue

Step 2B:

Second Classroom Observation Followed

by Post-Observation Dialogue

Step 3:

Summative or Final Interview

(Held in teacher’s classroom)

Step 4:

Profile of Performance

(Scoring of evidences)

Step 6:

Recommendation for

Future Growth/Evaluation

Step 1: 

Orientation 

of All

Teachers

Step 5:

PostInterview 

Conference
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 11

Overview

Formative Evaluation

Definition

The formative phase of teacher evaluation is actually a period of 

individual professional development in which a teacher has the 

opportunity to work within a structure that encourages risk-taking through 

the implementation of new strategies or new ideas promising greater 

student learning. During the formative phase, it is important that teachers 

feel supported, not judged. Teachers who are engaged in this stage 

have already been assessed as proficient or above in their teaching 

performance, so there should be no question of their professional 

competence. Teachers who are involved in the formative process should 

not have any licensure issues or other employment issues that would 

require a summative evaluation. 

Goal-Setting

Goal-Setting is a process that should follow a 

rigorous self-assessment of teaching based on a 

comparison of one’s current practice with that 

described in the Assessment Matrix. A teacher 

should use several tools for self-assessment that 

require examining current teaching practice by 

analyzing his or her lesson plans, assessment 

practices, student work samples, data from student/

parent surveys, videotaped lessons, etc. 

Teachers often find it difficult without some structure 

to “think about what I’m doing.” Consultation 

with a peer is often helpful to provide another 

viewpoint. Videotaped lessons are also helpful in 

analysis of practice, especially when viewed using 

a structured form. 

Selecting Supporting Resources

Without access to appropriate resources, teachers are apt to become 

frustrated and give up on their goals. When selecting these resources, 

teachers and principals should keep in mind those that are reasonable 

and accessible. For example, if a teacher includes a university course 

as a resource for learning, and the university is a two-hour drive away, 

time demands must be considered. Perhaps an online course would be 

more realistic. The resource must also be aligned with the goal to ensure 

success. District offices, community colleges, and local universities may 

also be helpful in providing resources for developing new knowledge 

and skills.

Components of Formative Evaluation

There are four basic components of formative 

teacher evaluation:

● Goal-setting based on a comprehensive 

self-assessment of practice and feedback 

from summative evaluations.

● Selecting supporting resources to meet 

these goals.

● Selecting a method of feedback (peer 

coaching, quality colleague, portfolio, 

etc.) that supports the goal.

● Evaluating impact on students.
© SERVE 2004 

12 Teacher Growth and Assessment Process: Procedural Handbook

Overview

Selecting a Method of Feedback 

The method of feedback must also be aligned with the goal(s) selected 

by the teacher. If the teacher selects peer coaching as a means of 

feedback, for example, the teacher must be able to select peers who 

will be able to serve in that role. This role requires training, commitment, 

and time. If the peer coach does not have a schedule conducive to 

participation, the success of the formative plan is doubtful.

Evaluation of Student Progress

The final component of the formative evaluation year involves examining 

student progress relative to the growth goal. One of the criteria for 

a “good” professional growth goal is that working towards the goal 

involves trying out new ways of working, strategies, materials, or 

assessment practices that, in turn, have the potential to positively impact 

student motivation or learning. There is no one way to accomplish this 

year-end reflection. Rather, each teacher must think about his or her 

growth goal and explore ways to evaluate student progress related to 

the goal. For example, if a teacher’s goal for the year is to improve the 

Figure 2: The Formative Process
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 13

Overview

cognitive challenge of assignments and assessments by using more openended writing requirements, the teacher would likely expect the students 

to grow in their ability to respond to essay questions over the year. 

As an approach to the evaluation of student progress or impact, the 

teacher may pick one “average” student and collect samples of his or 

her essay responses over the school year to check for ways in which the 

student’s essays improve (or don’t improve). This examination of student 

progress or impact is purely for the teacher’s benefit in planning for the 

next year’s growth goal. If growth goals never lead to improvements 

in student motivation or learning, a teacher may be picking superficial 

goals rather than those that are most central to student learning.

A Year of Individual Professional Growth

The Cycle of Evaluation

It is a local decision as to the length of the cycle of teacher evaluation 

(refer to local policies). Teachers without clear licenses and/or less than 

two years of experience should not be placed on formative evaluation. 

District policy determines how many years an experienced teacher may 

engage in formative teacher evaluation without having a summative 

evaluation by the principal. Based on input from teachers and principals, 

a three-year cycle—one year on “summative” followed by two years on 

“formative”—is recommended for most teachers. Some districts have 

chosen to tie in teacher re-certification to the process by extending the 

cycle to five years.

The principal should review progress after each year of formative 

evaluation. This may involve informal classroom visits and a conference 

at the end of the formative year to review progress made on the goals. A 

principal should be satisfied that adequate progress is being made and 

Figure 3: Example of a Three-Year Cycle of Summative/Formative Evaluation for 

Experienced, Proficient Teachers
© SERVE 2004 

14 Teacher Growth and Assessment Process: Procedural Handbook

Overview

Comparison of the Activities for the Formative and Summative Phases

Activity Formative Summative

Develop an Individual Growth Plan 

(IGP) following a self-assessment

Yes

More in-depth and 

challenging

Yes

Concerned primarily 

with preparation for the 

summative evaluation

Conduct an Approval Conference 

at beginning of year with principal 

to discuss IGP

Yes Yes

Conduct a Review Conference at end 

of year to review progress on IGP Yes As part of the Post-Interview 

Conference

Complete Classroom Observation

and Post-Observation Dialogue 

No Yes

Minimum of two

Do Informal “drop by” classroom 

visits as part of the principal’s 

supervisory duties

Optional 

Recommended

Optional

Have a Summative Interview

in the teacher’s classroom No Yes

Score the Assessment Matrix

based on data collected throughout 

the year and the Summative 

Interview

No Yes

Complete the Profile of Performance 

Sheet for personnel file No Yes

adequate attention is being given to the formative process before allowing 

a teacher to continue into the second year of formative evaluation.

Some possible circumstances for moving a teacher back to the 

summative process out of sequence may include, but are not limited to,

the following:

● There is a change in teaching assignment that results in a change in 

grade level or curriculum.

● There is a change in teacher performance as evidenced by informal 

administrator observations.

● The teacher opts for a summative evaluation.

● Cause for concern that the teacher is not able to pursue self-directed 

learning as required for formative evaluation.

It is important to note 

that a variety of circumstances may result in a 

change in the cycle for 

any individual teacher.
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 15

Overview

References

Darling-Hammond, L. (1986). A proposal for evaluation in the teaching 

profession. The Elementary School Journal, 86(4), 531−551.

Egelson, P., & McColskey, W. (1998). Teacher evaluation: The road to 

excellence. Tallahassee, FL: SERVE.

Gitlin, A., & Smyth, J. (1990). Toward educative reform of teacher evaluation. 

Educational Theory, 40(1), 83–94.

Gullickson, A., & Horne, J. (1999, September). A desk audit of the 

Performance Review Process for North Carolina Teachers.

Unpublished document for SERVE.

Haefele, D. L. (1993). Evaluating teachers: A call for change. Journal of 

Personnel Evaluation in Education, 7(1), 21–31.

Manning, R. C. (1988). The teacher evaluation handbook: Step-by-step 

techniques and forms for improving instruction. Englewood Cliffs, NJ: 

Prentice Hall.

Mertler, C. A. (1999). Teacher perceptions of students as stakeholders in 

teacher evaluation. American Secondary Education, 27(3), 17–30.

National Commission on Teaching and America’s Future. (1996). What matters 

most: Teaching for America’s future.

Popham, J. W. (1988). Judgment-based teacher evaluation [Special 

Issue]. Teacher evaluation: Six prescriptives for success (pp. 56–77). 

Washington, DC: Association for Supervision and Curriculum 

Development.

Sanders, W. L. (1998). Value-added assessment. School Administrator, 

55(11), 24–27.

Scriven, M. (1990). Teacher selection. In J. Millman & L. Darling-Hammond 

(Eds.), The new handbook of teacher evaluation: Assessing elementary and 

secondary school teachers (pp. 76−103). Newbury Park, CA: Corwin.

Sergiovanni, T. J. (1995). The principalship: A reflective practice perspective

(3rd ed.). Boston, MA: Allyn and Bacon.

Stronge, J. H., & Tucker, P. D. (2000). Teacher evaluation and student 

achievement. National Education Association.

Stufflebeam, D. L. (1988). The personnel evaluation standards: How to assess 

systems for evaluating educators. Newbury Park, CA: Corwin.

Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom 

context effects on student achievement: Implications for teacher 

evaluation. Journal of Personnel Evaluation in Education, 11, 57−67.
© SERVE 2004 
© SERVE 2004 

17

Beginning Teacher Growth 

and Assessment

FOR FIRST- AND SECOND-YEAR TEACHERS
© SERVE 2004 

18 Teacher Growth and Assessment Process: Procedural Handbook

Beginning Teacher Growth

and Assessment

Introduction

Teaching is a purposeful activity requiring complex interactions with 

diverse groups of students in settings that may be less than ideal in 

encouraging teacher growth through collaboration and reflection. 

Teachers must promote learning across multiple styles and needs while 

simultaneously attending to classroom climate, student motivation, 

analyses of assessment data, curriculum and school goals, and a host of 

other demands (Calderhead, 1996; Clark & Peterson, 1986; Tomlinson, 

1995; Leinhardt, 1993). Yet, into this complex world, new teachers 

historically face the same or even more demanding responsibilities 

as their more experienced colleagues while learning their profession 

through daily practice, trial, and error (Castetter & Young, 2000; 

Stansbury & Zimmerman, 2000). Often, the newest members of the 

profession are assigned to the most challenging classes with both 

educators and the public expecting the same level of performance and 

skill with, unfortunately, the same level of support as veteran teachers 

(Brock & Grady, 1998). It is not surprising that many new teachers 

report a lack of administrator support and guidance as the primary 

cause for leaving the profession within the first five years (Halford, 

1998; Bolich, 2001). 

The beginning teacher crisis is even more critical among those entering 

the profession through alternative certification routes without the 

benefit of formal pre-service training by colleges of education. Facing 

unprecedented shortages and concerns about teacher supply coupled 

with a lack of confidence in traditional teacher preparation courses, all 

but six states have established some kind of lateral entry or alternative 

certification program. As of 2002, only 24 states and the District of 

Columbia offer structured programs with both pre-service training and inservice support from a mentor (Ansell & McCabe, 2003). The alternative 

route to certification may provide a temporary solution to teacher 

shortage, but without continued development, many of these teachers 

leave prior to achieving full certification.

While federal legislation primarily defines “highly qualified” teachers 

as those who hold certification in the area in which they are assigned 

to teach, other reform initiatives go beyond minimum competency 

and seek to provide additional structure by establishing expectations 

for veteran as well as novice teachers. The establishment of teaching 

standards for beginning teachers offers a way to award certification 

based on demonstration of accomplishment (Darling-Hammond, 1999). 
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 19

Beginning Teacher Growth and Assessment

The Interstate New Teacher Assessment and Support Consortium 

(INTASC) is a program established by the Council of Chief State School 

Officers (CCSSO) for the purpose of informing state departments in the 

development of licensure requirements and professional development 

programs for novice teachers. Modeled after the standards for 

accomplished teachers of the National Board for Professional Teaching 

Standards (NBPTS), there are 10 core standards that define what all 

new teachers should know and be able to do regardless of area of 

teaching assignment. Additional standards for specific areas of teaching 

are either completed or under development to address content and ageappropriate practices (CCSSO, 1992; Buckner, 2001).

Standards alone do not guarantee successful teaching but must rely on 

viable evaluation procedures to adequately assess teacher performance. 

Traditional evaluation methods based on classroom observation and 

checklists have been criticized for their lack of assessment of relevant 

practices, skills, and knowledge associated with effective teaching as 

advocated by organizations such as NBPTS and CCSSO. In addition, 

some traditional observation systems are not explicit about what 

constitutes good teaching and thus lack a solid theoretical base (Dwyer 

& Stufflebeam, 1996; Dwyer, 1994; Stodolsky, 1990). The impact of 

teacher evaluation on the development of professional practice has long 

been debated. Yet, it may be one of the most overlooked strategies for 

schools struggling to improve teaching quality. It is critical to continue 

the work of pre-service training by providing the essential support 

and guidance to new teachers overwhelmed with the complexities of 

teaching. Colleges of education, teacher preparation programs, school 

administrators, and mentor teachers all face the challenge of providing 

the standards-based support necessary for new teachers to successfully 

address the complexities of teaching.

The implications for implementing an evaluation system that provides 

support while offering insight into teacher performance may affect both 

teacher preparation programs and school administrators. By making use 

of such systems, institutes of higher education can tap into performance 

assessments of their graduates during their first years of service to gain 

insight into needed improvements to teacher preparation programs. 

School administrators can evaluate new teachers with the idea of 

offering targeted staff development to address specific individual areas 

of weakness. Providing crucial feedback aligned with clear expectations 

offers a pathway to the level of support often missing among novice 

teacher experiences. A successful evaluation system should go beyond 

identifying new teachers as either “competent” or “incompetent” for the 

purpose of extending a contract (or not).
© SERVE 2004 

20 Teacher Growth and Assessment Process: Procedural Handbook

Beginning Teacher Growth and Assessment

Development of the Process

Purposes. This system of evaluation for beginning or novice teachers was 

developed to:

1) Provide a structure for administrator judgment of teaching 

performance aligned with state and national standards. 

2) Provide methods for identification of areas of strength and weakness 

in beginning teachers’ practice.

3) Provide a graduated system of accountability to build knowledge 

and skills without lowering expectations of performance on 

expected criteria. 

The development of this system of evaluation for beginning teachers 

began in response to the needs of districts in our region, particularly in 

North Carolina, for an evaluation system that would provide a seamless 

approach from beginning to experienced teachers. 

Selection of criteria. At the core of the Teacher Growth and Assessment 

process is an analytic assessment matrix that clearly defines teaching 

performance on four levels (unsatisfactory, needs improvement, 

proficient, and accomplished) for 22 dimensions of teaching aligned 

with INTASC, NBPTS, and the literature on effective teaching practice 

(Stronge, 2002a). By offering clear expectations and descriptions of 

performance, the Assessment Matrix becomes not only an evaluation 

tool for measuring teacher success against standards of practice but also 

a blueprint for developing successful teaching by providing teachers with 

mental models of what proficient and accomplished teaching actually 

look like.

The model for beginning teachers was modified to capture all 10 

INTASC standards and the specific needs of new teachers as identified 

by a review of the literature. Based on an extensive review of the 

literature, a content validity study conducted by James Stronge (2002b), 

and input from North Carolina leaders who support beginning teachers, 

12 of the 22 dimensions were selected to be the focus in the first year 

of teaching. By identifying the remaining 10 dimensions according to 

the year of initial accountability, novice teachers know what will be 

expected by the second and third year of teaching. The teachers know 

they will not have to demonstrate proficiency in areas such as longrange planning or analysis of student assessment during their first year 

teaching. This affords school districts the opportunity to provide staff 

development and training in these crucial areas, relieving the stress of 

unrealistic demands (thus offering more support with greater focus). 

The role of mentor teachers. Mentor teachers are an important part of 

the support structure needed by beginning teachers (Public Education 

Network, 2004). If the support offered to mentors, however, is too 
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 21

Beginning Teacher Growth and Assessment

general or vague, the opportunity to fully realize the value of mentors 

may be lost. As veteran teachers working in the same school or 

district, these mentors are held accountable for all 22 dimensions of 

the Assessment Matrix and have experienced the same process of 

self-assessment and evaluation as their mentees. In selecting mentors, 

principals may consider veteran teachers’ performance on the 10 

dimensions used for novice teachers. Use of the Assessment Matrix 

provides a more informed decision-making process in both the selection 

and pairing of mentors and novice teachers. 

The Assessment Matrix provides focus for the mentors working with 

building skills and knowledge among new teachers while guiding them 

to become collaborative members of learning communities that value 

reflective practice. By providing clear descriptions of performance 

expectations, mentor teachers are more consistent in their feedback to 

new teachers.

Description of the process. The steps of the Teacher Growth and 

Assessment for Beginning Teachers model include:

1) Continuous self-assessment of practice using the Assessment Matrix 

guided by a mentor. 

2) Focus on developing teaching practice with the guidance of 

a mentor using the designated performance dimensions of the 

Assessment Matrix.
© SERVE 2004 

22 Teacher Growth and Assessment Process: Procedural Handbook

Beginning Teacher Growth and Assessment

3) A minimum of four classroom observations each followed by a 

reflective dialogue with the observer.

4) Collection and analysis of teacher artifacts, such as student work 

samples, lesson plans, parent contact sheets, student assessment 

results, and student/parent surveys.

5) Presentation of evidence related to the performance dimensions to 

the evaluator during a structured interview (held in the teacher’s 

classroom).

6) Assessment of performance against the performance expectations 

outlined by the Assessment Matrix.

At the beginning of the second year of teaching, the teacher is held 

accountable for performance in seven additional dimensions. This 

allows differentiation of expectations among teachers at various 

levels of experience. The second-year teacher continues working with 

a mentor to build on those skills developed during the first year by 

adding new skills at a gradual pace. At the beginning of the third year, 

given the support and feedback required to master these successive 

skills, the teacher is held accountable for the full 22 dimensions of the 

Assessment Matrix. In addition, the third-year teacher no longer requires 

the full attention of a mentor but may move into a more collaborative 

relationship with peers while maintaining focus on the standards 

outlined by the Assessment Matrix.

By providing opportunities for the new teacher to shape his or her 

practice with the guidance of a supporting mentor and the blueprint 

offered by a standards-based Assessment Matrix, the first two years 

of teaching promote growth instead of frustration. Assessment by 

a trained building-level evaluator provides accountability against 

these same standards and expectations, thus offering structure to the 

assessment of standards.

When using this process 

to evaluate first- or 

second-year year teachers, please be sure to 

score them only on the 

appropriate dimensions 

for their level of experience. If in doubt, check 

the Assessment Matrix. 

Please refer to the 

Continuum of Career 

Development on the

next page.
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 23

Beginning Teacher Growth and Assessment

The Continuum of Career Development

Progression of Performance Dimensions of the Summative Matrix

SERVE Performance Dimensions 1

st Year 2nd Year 3rd Year

1. Long-range planning and sequencing ❖ ❖ ▲

2. Alignment with curriculum ▲ ● ●

3. Materials/equipment ▲ ● ●

4. Context of the lesson ▲ ● ●

5. Content knowledge; presentation ❖ ▲ ●

6. Appropriateness of the lesson; pacing ❖ ❖ ▲

7. Use of technology ❖ ▲ ●

8. Effectiveness of instructional strategies ❖ ▲ ●

9. Strategies for underachieving students ▲ ● ●

10. Questioning techniques ❖ ▲ ●

11. Analysis of student assessment results ❖ ❖ ▲

12. Meaningful student work assignments ❖ ▲ ●

13. Quality of feedback to students ▲ ● ●

14. Expectations/procedures ▲ ● ●

15. Expectations for student success ▲ ● ●

16. Student interest and participation ▲ ● ●

17. Classroom climate ▲ ● ●

18. Student progress toward goals ▲ ● ●

19. Contribution to school climate ❖ ▲ ●

20. Alignment of professional development ❖ ▲ ●

21. Interaction with parents ▲ ● ●

22. Teacher’s records ▲ ● ●

❖ Indicates teacher should make expected progress but not be scored.

▲ Indicates the year in which the performance dimension is introduced for scoring.

● Indicates continuing accountability for scoring.
© SERVE 2004 

24 Teacher Growth and Assessment Process: Procedural Handbook

Beginning Teacher Growth and Assessment

Overview of INTASC Standards for New Teachers

Principle 

Number Short Title Statement of Principle

1 Content Knowledge

The teacher understands the central concepts, 

tools of inquiry, and structures of the 

discipline(s) he or she teaches and can create 

learning experiences that make these aspects 

of subject matter meaningful for students.

2 Student Learning

and Development

The teacher understands how children learn 

and develop and can provide learning 

opportunities that support their intellectual, 

social, and personal development.

3 Student Diversity

The teacher understands how students differ 

in their approaches to learning and creates 

instructional opportunities that are adapted to 

diverse learners.

4 Instructional Variety

The teacher understands and uses a variety of 

instructional strategies to encourage students’ 

development of critical thinking, problemsolving, and performance skills.

5 Learning Environment

The teacher uses an understanding of 

individual and group motivation and behavior 

to create a learning environment that 

encourages positive social interaction, active 

engagement in learning, and self-motivation.

6 Communication

The teacher uses knowledge of effective 

verbal, nonverbal, and media communication 

techniques to foster active inquiry, collaboration, 

and supportive interaction in the classroom.

7 Curriculum Decisions

The teacher plans instruction based upon 

knowledge of subject matter, students, the 

community, and curriculum goals.

Continued next page
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 25

Beginning Teacher Growth and Assessment

Principle 

Number Short Title Statement of Principle

8 Assessment

The teacher understands and uses formal and 

informal assessment strategies to evaluate and 

ensure the continuous intellectual, social, and 

physical development of the learner.

9 Reflective Practitioners

The teacher is a reflective practitioner who 

continually evaluates the effects of his or 

her choices and actions on others (students, 

parents, and other professionals in the learning 

community) and who actively seeks out 

opportunities to grow professionally.

10 Community Partnerships

The teacher fosters relationships with school 

colleagues, parents, and agencies in the larger 

community to support students’ learning and 

well-being.

Interstate New Teacher Assessment and Support Consortium. (1992). Model standards for beginning teacher 

licensing and development: A resource for state dialogue (pp. 8−19).
© SERVE 2004 

26 Teacher Growth and Assessment Process: Procedural Handbook

Beginning Teacher Growth and Assessment

Alignment of SERVE Assessment

Matrix Performance Dimensions

and INTASC Principles

INTASC Standards

Content KnowledgeStudent Learning & DevelopmentStudent DiversityInstructional VarietyLearning EnvironmentCommunicationCurriculum DecisionsAssessmentReflective PractitionersCommunity Partnerships

SERVE Performance Dimensions

1. Long-range planning and sequencing ◆ ◆

2. Alignment with curriculum ◆ ◆

3. Materials/equipment ◆ ◆

4. Context of the lesson ◆ ◆

5. Content knowledge/presentation ◆

6. Appropriateness of the lesson; pacing ◆ ◆

7. Use of technology ◆ ◆

8. Effectiveness of instructional strategies ◆ ◆ ◆ ◆

9. Strategies for underachieving students ◆

10. Questioning techniques ◆

11. Analysis of student assessment results ◆ ◆ ◆

12. Meaningful student work assignments ◆ ◆

13. Quality of feedback to students ◆

14. Expectations/procedures ◆

15. Expectations for student success ◆ ◆ ◆

16. Student interest and participation ◆ ◆ ◆

17. Classroom climate ◆ ◆

18. Student progress toward goals ◆

19. Contribution to school climate ◆ ◆ ◆ ◆ ◆

20. Alignment of professional development ◆ ◆

21. Interaction with parents ◆ ◆ ◆

22. Teacher’s records ◆ ◆
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 27

Beginning Teacher Growth and Assessment

References

Ansell, S. E., & McCabe, M. (2003, January 9). Off target. Education Week on 

the Web. Retrieved from www.edweek.org

Bolich, A. M. (2001). Reduce your losses: Help new teachers become veteran 

teachers. Atlanta: Southern Regional Education Board.

Brock, V., & Grady, M. (1998). Beginning teacher induction programs: The role 

of the principal. The Clearing House, 71(3),179−183.

Buckner, K. (2001, Winter). No teacher is an island: Performance-based 

licensure program doesn’t leave beginners alone. Journal of Staff 

Development, 63−67.

Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. 

C. Clafee (Eds.), Handbook of educational psychology (pp. 709−725). 

New York: MacMillan.

Castetter, W. B., & Young, I. P. (2000). The human resource function in 

educational administration (7th ed.). New Jersey: Merrill.

Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. 

C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 

255−296). New York: Macmillan.

Darling-Hammond, L. (1999). Educating teachers for the next century: 

Rethinking practice and policy. In G. A. Griffin (Ed.), Ninety-eighth 

yearbook of the national society for the study of education (pp. 

221−256). Chicago: University of Chicago Press.

Dwyer, C. A. (1994). Criteria for performance-based teacher assessment: 

Validity, standards and issues. Journal of Personnel Evaluation, 8(2), 

135−150.

Dwyer, C. A., & Stufflebeam, D. (1996). Teacher evaluation. In D. C.

Berliner & R. C. Calfee (Eds.), Handbook of educational psychology

(pp. 765−786). New York: Macmillan. 

Fontana, A., & Frey, J. H. (2000). The interview: From structured questions 

to negotiated text. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of 

qualitative research (2nd ed.) (pp. 645−672). Thousand Oaks, CA: 

Sage Publications.

Halford, J. (1998). Easing the way for new teachers. Educational Leadership, 

55(5), 33−36.

Harman, S. S. (2001). Results of the field-test of teacher growth and assessment. 

Internal report. Greensboro, NC: SERVE.

Leinhardt, G. (1993). On teaching. In R. Glaser (Ed.), Advances in instructional 

psychology (pp. 1−54). Hillsdale, NJ: Laurence Erlbaum.
© SERVE 2004 

28 Teacher Growth and Assessment Process: Procedural Handbook

Beginning Teacher Growth and Assessment

Morgan, D. L. (1998). The focus group guidebook. Thousand Oaks, CA:

Sage Publications.

Public Education Network. (2004). The Voice of the New Teacher. 

Stansbury, K., & Zimmerman, J. (2000). Lifelines to the classroom: Designing 

support for beginning teachers. San Francisco: WestEd. 

Stodolsky, S. S. (1990). Classroom observation. In J. Millman & L. DarlingHammond (Eds.), The new handbook of teacher evaluation: Assessing 

elementary and secondary school teachers (pp. 175−190). London:

Sage Publications.

Stronge, J. H. (2002a). A content validation study of the Teacher Growth and 

Assessment Model. Unpublished report produced under contract to SERVE.

Stronge, J. H. (2002b). Analysis of SERVE’s performance dimensions in relation 

to the Interstate New Teacher and Support Consortium. Unpublished 

report produced under contract to SERVE.

Tomlinson, P. (1995). Can competence profiling work for effective teacher 

preparation? Part I: General issues. Oxford Review of Education, 21(2), 

179−194.
© SERVE 2004 

29

The Orientation

FOR ALL TEACHERS AT THE

BEGINNING OF THE YEAR
© SERVE 2004 

30 Teacher Growth and Assessment Process: Procedural Handbook

The Orientation

This orientation must be held with all teachers at the beginning of the 

school year.

Purposes

● To provide a clear overview of the evaluation process to all teachers

● To begin a conversation between teachers and administrators about 

expectations for meeting school goals through individual teacher 

performance

● To provide an explanation of the expectations for teachers in 

each of the two phases: summative and formative

● To inform teachers of any deadlines established by the school 

and/or district

● To inform teachers of district policies adopted by the local school 

board concerning teacher evaluation

● To provide teachers with guidance in conducting the self-assessment 

leading to an appropriate Individual Growth Plan during formative 

evaluation

Schedule

The sooner in the school year the orientation is scheduled, the easier it 

is for teachers to begin the process. This orientation should take place at 

one of the beginning workdays of the school year. Conversations should 

continue throughout the school year both formally and informally.

Materials to Distribute to Teachers 

● Copies of the Assessment Matrix

● Copies of the Summary of Student Assessment Practices for 

each teacher

● Copies of the Teacher’s Guide to the Summative Interview for 

teachers who will be engaged in summative evaluation over the 

course of the year
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 31

The Orientation

Suggested Activities for Teachers Engaged

in Summative Evaluation:

“Breaking Down the Matrix” 

This is an introductory activity that can be started during a faculty 

meeting. Depending on the size and organization of the school, 

the principal may opt to encourage teachers to meet as grade 

levels, middle school teams, or high school departments to continue 

discussions of the Assessment Matrix. It encourages teachers to 

begin reflecting on the Matrix and putting it into the context of their 

teaching. It also encourages teachers to self-assess and to begin 

collection of samples for their Summative Interview.

Teacher’s Analysis of Assessment Practices

Many teachers have not had coursework on how to use assessment 

to improve student learning. They may need support in examining 

their practices. Teachers may use this tool to help guide them as 

they take a critical look at their own assessment practices. This 

activity may be introduced during the Orientation or a separate 

faculty meeting. It may also be introduced in department, team, or 

grade-level meetings and completed by teachers on their own time 

throughout the year. Teachers should examine their planning guides, 

grade books, and student work samples from the previous year to 

determine the scope and variety of assessment strategies they use. 

It should be stressed that not all teachers will use all assessment 

strategies. That is not the point of this worksheet. This tool is to help 

teachers have a framework for looking at their assessment strategies. 

Principals should not require teachers to turn in these completed 

worksheets, although teachers may choose to include the worksheet 

in the evidence presented during the Summative Interview.

Additional Resources

The SERVE website [www.serve.org] contains updated and current 

information on the Professional Review Process. Within this site is a 

special section devoted to teacher evaluation that provides additional 

tools to help teachers and administrators with this process.

All teachers and administrators can access the electronic resource 

matrix (Ask ERMa) by going to www.serve.org/erma and logging in with 

their district username and password. The username and password 

are available through your district personnel office. ERMa links you 

directly to current websites, online resources, PDFs, and online course 

opportunities directly related to the specific performance dimensions.
© SERVE 2004 
© SERVE 2004 

33

The Components of the 

Summative Evaluation Phase

FOR TEACHERS WHO ARE ENGAGED IN SUMMATIVE EVALUATION

▲ Classroom Observations and Post-Observation Dialogues

▲ The Summative Interview

▲ A Teacher’s Guide to the Summative Interview

▲ Scoring the Matrix: The Profile of Performance Sheet

▲ The Post-Interview Conference

▲ Determining the Next Steps
© SERVE 2004 

34 Teacher Growth and Assessment Process: Procedural Handbook

Classroom Observation and

Post-Observation Dialogue FOR TEACHERS WHO ARE ENGAGED

IN SUMMATIVE EVALUATION

Purpose

The overall purpose of the Classroom Observation is to provide data to 

be used by the evaluator to: ● Provide a basis for the Post-Observation Dialogue that occurs after 

the Observation.

● Provide data for the evaluator to consider along with all other data 

when scoring the teacher’s performance following the Summative 

Interview.

Some performance dimensions, such as “Alignment of professional 

development” or “Long-range planning and sequencing,” may not 

be easily or accurately observed during a class period. Even “Use of 

technology” may or may not be observed within particular lessons 

even though the teacher may be quite advanced overall in the area of 

technology and its use in instruction.

Using Someone Other Than the Principal

for Observations

First- and second-year teachers are required to have four full classroom 

observations each followed by a Post-Observation Dialogue. At least 

one of these four must be conducted by a peer—a trained experienced 

teacher who is not the mentor of the observed teacher. Experienced 

teachers are required to have a minimum of two Classroom Observations 

each followed by a Post-Observation Dialogue. It may be helpful under 

some circumstances, if someone who is particularly knowledgeable in a 

certain field or curriculum is enlisted to conduct additional observations. 

This often gives another perspective and richer feedback to the teacher. 

For example, in a high school, the department chair may be selected by 

the principal to conduct an observation.

If someone other than an administrator does conduct an observation, it 

is essential that careful notes and documentation of the Observation and 

Post-Observation Dialogue be shared with the evaluator completing the 
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 35

The Components of the Summative Evaluation Phase—Classroom Observation and Post-Observation Dialogue

Profile of Performance. If someone other than the evaluator conducts an 

Observation, he or she should take detailed notes of what was observed 

and not do any scoring using the assessment matrix.

Procedures

Step 1: Know the Matrix and the Appropriate Dimensions for 

Each Level of Experience

Before conducting any classroom observations, it is important that the 

administrator or observer become familiar enough with the Assessment 

Matrix to be able to note any information that would help score the 

performance dimensions at the end of the year. This is especially 

important because the Classroom Observation form follows a natural 

sequence for a lesson rather than matching the Matrix dimensions. That 

is, the evaluator will have to map the information gathered onto the 

appropriate dimensions of the Matrix.

Step 2: Ensure Accuracy

When visiting the classroom, a principal may choose to script the 

lesson, reflect on the Observation, and then record the data on the form 

provided. This results in a richer view of the classroom but may also result 

in inaccuracies if data are not recorded accurately and immediately 

following the Observation. Careful note taking during the Observation 

may help ensure that information is not lost or inaccurately recorded.

Step 3: Conduct the Post-Observation Dialogue

Within 10 days of the Observation, it is critical to discuss the 

Observation with the teacher during a Post-Observation Dialogue held 

in the teacher’s classroom or area of instruction. The evaluator should 

encourage reflection and input on the part of the teacher. Remember, 

the Classroom Observation is not “scored” at this point. The PostObservation Dialogue is intended to add to the data collected during 

the Observation as well as to provide an opportunity for professional 

conversation between the teacher and principal.

Suggested questions to use during the Dialogue include:

1) How do you think the lesson went?

2) What would you do differently, if anything?

3) What do you think the students got out of this lesson?

How do you know?

4) Did you meet your intended goal(s) for this lesson? If not, why not?

If so, how do you know?

Additional information 

and sources of data may 

be necessary to provide 

a solid rationale for 

scoring. Principals 

should never reduce the 

Classroom Observation 

to a checklist but should 

see “the whole picture” 

when visiting a 

classroom.

It is not necessary 

to “write up the 

Observation” prior to 

conducting the PostObservation Dialogue. It 

is much more important 

to talk about the lesson 

observed within the 

context of the teacher’s 

overall practice as soon 

as possible. Ideally, the 

evaluator should use 

the Post-Observation 

Dialogue to add 

to the Observation 

notes—not as a conference solely for the 

purpose of feedback.
© SERVE 2004 

36 Teacher Growth and Assessment Process: Procedural Handbook

The Components of the Summative Evaluation Phase—Classroom Observation and Post-Observation Dialogue

5) How does this lesson fit in with your current unit of study? 

6) What outside resources did you use in preparation for this lesson?

7) How did you (or will you) follow up this lesson in subsequent 

assignments and lessons?

The observer may select from three different forms for use with the 

Observation. He or she should select the form that best suits his or 

her style of recording data. Each form provides a space for both the 

teacher’s and the principal’s signatures to indicate that the Observation 

was conducted and reviewed. Once the Post-Observation Dialogue has 

been completed, it becomes part of the data considered for scoring at 

the end of the year.

The Form

There are three forms for use with the Classroom Observation. Any one 

of these forms may be selected for use by the observer. The purpose of 

the form is to guide an observer in the process of documenting the key 

elements of the lesson. The focus should shift from teacher behaviors to 

student outcomes. The observer should attempt to capture as much of the 

interaction among students and between students and teacher as possible.

All lessons should have four major components:

1) The goal—What the teacher intends to do.

2) The instructional strategies—How the teacher structures activities to 

meet the goal(s) of the lesson.

3) The engagement of the students—How the students react to the 

strategies the teacher is implementing.

4) The assessment strategies—How the teacher determines whether or 

not the students have met the intended goal.

All of these components should be obvious to the observer. It is not 

necessary for all teachers to actually display written goals. It is necessary 

that the teacher’s lesson embody goals. Embedded in each component 

are practices that relate directly to the Assessment Matrix. It is important, 

however, that the observer be familiar with all performance dimensions 

to accurately capture data that may be used later in completing the 

Profile of Performance for that teacher.

Considering the Data for Scoring

When scoring the Assessment Matrix at the end of the year following 

the Summative Interview, the Observation notes and Post-Observation 

comments should be considered where appropriate. Do not “average” 

the performance across the observations. This would penalize the 

Note: If your district 

is implementing SETS 

(the Staff Evaluation 

Tracking System), the 

computer generates all 

formal forms. You should 

record any classroom 

observation data as well 

as any data collected 

during the Summative 

Interview on a RED data 

form in SETS.
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 37

The Components of the Summative Evaluation Phase—Classroom Observation and Post-Observation Dialogue

teacher for past mistakes that, hopefully, have been corrected due to the 

careful and credible feedback given during the first Post-Observation 

Dialogue(s). Consider carefully any improvements a teacher may have 

made between the first and second observation. It is important to score 

the teacher according to his or her current performance level at the end 

of the summative year. 

Maintaining the Observation Data

All forms used during each Observation and Post-Observation Dialogue 

for a teacher should be maintained in a file for consideration in scoring 

at the end of the year. The teacher may have a copy of the completed 

form once both the teacher and the observer sign the Post-Observation 

Diaglogue form indicating that the data have been reviewed. The form 

itself does not become part of the personnel folder unless specified by 

district policy. 

Note: If your system is 

using SETS, all data 

will be maintained and 

organized for you once 

entered.
© SERVE 2004 

38 Teacher Growth and Assessment Process: Procedural Handbook

The Summative Interview

FOR TEACHERS WHO ARE ENGAGED

IN SUMMATIVE EVALUATION

Purpose 

The purpose of the Summative Interview is to provide an opportunity 

for the principal and teacher to discuss evidence about performance 

generally not available through classroom observations. The teacher 

should be prepared to provide evidence and examples relevant to 

specific performance dimensions. These materials and examples should 

be selected carefully to provide a representative picture of how his or her 

teaching practices compare to the expectations described by the Matrix. 

Procedures for Setting Up the Interview

The procedures for setting up and conducting a Summative Interview are 

the same regardless of the level of experience of the teacher. For firstand second-year teachers, only questions that apply to the appropriate 

performance dimensions should be asked.

1. The evaluator should schedule the Interview at a time and date 

with adequate notice to the teacher. “Drop by” interviews will not 

be beneficial!

2. The interview must take place in the teacher’s classroom or regularly 

assigned teaching area. In certain situations, special arrangements 

may have to be made to allow access to the area during the scheduled time. It is important, however, that the teacher have easy access 

to all materials, records, etc.

3. Remind teachers to review A Teacher’s Guide to the Summative 

Interview (see page 99) given out during orientation.

Teacher Presentation of Materials

The teacher has the responsibility for presenting the evidences of 

teaching performance in a manner that would allow the principal to rate 

performance based on the performance dimensions of the Assessment 

Matrix. Evidence should be clearly related to the teaching standards as 

reflected by these performance dimensions. Summative judgment of the 

evidences presented is the responsibility of the principal.
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 39

The Components of the Summative Evaluation Phase—The Summative Interview

It should be noted that teachers who are actually performing at a 

proficient or advanced level on each performance dimension should 

not have to spend a great deal of time pulling together things for the 

Summative Interview. In fact, if this is the case, it may indicate that the 

teacher is struggling with a particular area or it is not part of his or 

her regular teaching routine. By conducting a self-assessment at the 

beginning of the year and working on specific goals related to areas on 

the Assessment Matrix, the teacher should be able to discuss these areas 

of practice. A teacher should be able to pull sample materials and talk 

about his or her teaching easily within the classroom. 

Some teachers may want to pull information into a notebook for ease 

of personal reflection or sharing, but this is a purely personal choice. A 

highly polished portfolio should not be expected or even influence the 

evaluator’s rating. It is the evidence itself that must be convincing, not the 

form in which it is kept.

Structure for Presentation

At the beginning of the summative year, A Teacher’s Guide to the 

Summative Interview is part of the materials handed out during 

Orientation. The teacher should use the Guide and the Assessment 

Matrix to prepare the type of examples and materials the principal will 

need in order to make a fair judgment of teaching performance. The 

following outline may be helpful in guiding the teacher in presentation 

of these evidences. A teacher is not limited to the suggested artifacts or 

examples mentioned in the Guide. 

Preparing for the Interview 

Reviewing all the evidence gathered will help in selecting and focusing 

on key questions and will ensure that a complete data set is collected 

prior to scoring. 

Note: If your system is using SETS, try this tip: Set up a BLUE Evaluation 

Form prior to the Summative Interview. Check the RECENT DATA button 

on each of the dimensions. This will easily and quickly show you which 

dimensions are lacking data and may need more information. It will also 

refresh your memory about follow-up questions you need to ask about 

prior performance. 

Procedures for Conducting the Interview

It is important that certain procedural steps be followed to ensure a fair 

and equitable evaluation process.

1. Schedule the Interview for a time during the last quarter of the school 

year or according to your district’s policy. The date and time must be 
© SERVE 2004 

40 Teacher Growth and Assessment Process: Procedural Handbook

The Components of the Summative Evaluation Phase—The Summative Interview

mutually convenient for both the teacher and the administrator with 

prior notice of at least five school days being given to the teacher. The 

deadlines for completing these interviews may be set by district policy.

2. The interview should take place in the teacher’s regularly assigned 

teaching area. All efforts should be made to schedule the Interview 

at a time during which the classroom or other area is vacant and 

interruptions are not expected. In some cases, such as with itinerate 

teachers or physical education teachers, that area may not be 

practical. In that case, arrangements should be made with the 

teacher to meet in a place where the teacher feels comfortable and 

has easy access to most, if not all, of his or her materials. It may 

seriously hamper the effectiveness of the teacher’s responses to the 

questions if there is limited or no access to the materials and may, 

therefore, result in a violation of procedure.

3. The interview questions are to guide the evaluator. Questions 

should reflect only those dimensions for which the interviewer needs 

additional data. For first- and second-year teachers, the questions 

should only reflect the appropriate dimensions. The interview is the 

same structure in that the overall questions need to be the same for 

everyone, but products and follow-up conversations may differ due 

to differences in teaching assignments. Additional questions may be 

asked to re-direct the teacher, clarify a response, or probe further. 

On some performance dimensions, the evaluator may have data 

(observations, records, etc.) that will suffice and may not need to 

discuss the performance dimension further. The evaluator should be 

familiar enough with the Assessment Matrix to determine if enough 

evidence has been presented to score it. 

4. Throughout the Interview, the evaluator must take careful notes of the 

teacher’s responses that suggest a particular level of performance on 

a particular dimension. Any evidence that the teacher presents may 

be described in the notes or (only if practical) copied and included 

in the data. The notes should be sufficient to serve as justification for 

any scoring decision. The primary point of the Interview is to allow 

the evaluator to make a fair and evidence-based decision on the 

level of teaching performance. 

 Note: If you are using SETS, be sure to create a RED Data Form to 

capture the Interview notes before you complete the BLUE Evaluation 

Form. The data form you create for the Interview will then show up in 

the RECENT DATA when you are scoring each dimension.

5. It should be stressed that the Summative Interview is an opportunity 

for principals and teachers to have a professional conversation or 

dialogue concerning actual teaching practices. Teachers often find it 

a validating experience because they have the opportunity to show 

the principal accomplishments that otherwise would not come out 
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 41

The Components of the Summative Evaluation Phase—The Summative Interview

during traditional classroom observations. The evaluator should not 

view the interview questions as just a “checklist” for “right answers.” 

Evaluators should probe for deeper understanding and critically 

examine artifacts if the process is to have meaning.

6. The interviews should not be squeezed to fit into a 20−30 minute 

time slot. At least one hour should be allocated. It is advisable that 

a minimum of 45 minutes be allowed for the Interview. Survey 

responses of teachers and principals indicated that most averaged 

between 45 and 60 minutes. Time should be allocated to those 

dimensions where there is the greatest need for discussion/evidence 

to better assess the teacher’s performance. Once the evaluator is 

comfortable with a dimension, he/she should move on.

7. At the conclusion of the Interview, it is always a good idea, if time 

allows, to ask, “Is there anything else about your teaching that you 

would like to share with me?” 

Summative Interview Questions

The objective of the Summative Interview is primarily to provide the 

opportunity for the teacher to present evidence of teaching that might 

not otherwise be evident in classroom or other observations already 

collected by the evaluator. The evaluator must be able to complete the 

Profile of Performance based on the total data collected throughout the 

summative period, so data collected during the Interview process can 

“fill in the holes” of what the evaluator already has collected in the form 

of observations (classroom and others) and documentation. 

The following questions are intended to serve as guides or examples 

of questions an evaluator would use during the Summative Interview 

with a teacher to capture data helpful for scoring specific performance 

dimensions. It is not necessary to ask a question if you already have 

data from other sources or the teacher provides data while answering 

another question. It is also helpful at times to add questions that are 

specific to that teacher’s circumstance. 

During the Interview, document all responses by the teacher for use 

during the development of the Profile of Performance. With the teacher’s 

permission, the Interview may be audiotaped for accuracy, but careful 

notes should be taken throughout the Interview. Maintain records of the 

Summative Interview just as you would a classroom observation. 

When interviewing first- or second-year teachers, target only the 

performance dimensions for which they are accountable (see the 

Assessment Matrix). 
© SERVE 2004 

42 Teacher Growth and Assessment Process: Procedural Handbook

The Components of the Summative Evaluation Phase—The Summative Interview

Category: Planning

1. Talk a little about your process of planning. How do you determine 

the sequence of your units of study? (#1)

2. What are some specific examples of modifications that you have 

made to your lesson plans? What were the reasons for those 

modifications? (#1)

3. Can you show me some examples of written lesson plans that would 

support your discussion? (#1 and #2)

4. How do you ensure that your lessons are aligned with the 

curriculum? (#2)

5. Do you have a means for organizing your teaching materials? (#3)

Possible artifacts to consider: lesson plans, curriculum guides, pacing 

guides, any type of storage facility within the classroom

Category: Instruction

The majority of the data collected for these dimensions will probably 

come from classroom observations, but the following questions might 

supplement the observations.

1. Talk a little about ways in which you tend to make the instructional 

presentation particularly relevant to students. What specific kinds 

of outside resources have you brought in this year to expand the 

content of the curriculum? (#4)

2. What are some ways that you have supplemented your own 

knowledge of content this year? How have you incorporated your 

content knowledge into your teaching in deeper ways than called for 

by your curriculum? How do you excite students about the content in 

your subject areas? (#5)

3. How do you ensure that key activities are developmentally 

appropriate for your students? Can you describe any new activities 

that you incorporated into your teaching this year? (#6)

4. What are the different ways that you have used technology in your 

teaching this year? What is a specific example of when you have 

developed a task for students that would enhance student expertise 

in using technology? (#7)

5. How do you evaluate the effectiveness of your instructional 

strategies? Can you provide specific examples of when you 

individualized instruction for students? (#8 and #9)

The number(s) in 

parentheses after 

each question indicate 

the corresponding 

performance dimension 

on the Matrix. Please 

use these questions 

as guidelines or 

examples. You are 

not limited to these 

questions and should 

adjust your questioning 

to fit the teacher 

when appropriate.
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 43

The Components of the Summative Evaluation Phase—The Summative Interview

6. How do you develop or prepare questions that will generate mean-

ingful dialogue about a topic? Can you provide specific examples 

(either written or verbal) in which you are challenging students to use 

higher-level thinking skills (i.e., synthesis or analysis)? (#10)

Possible artifacts to consider: lesson plans, student work samples

Category: Assessment

1. Talk about the different assessments you use on a regular basis in 

your teaching. How do you analyze these assessments, and how do 

you use the results of the analysis? Can you show me some specific 

assessments you have developed for diagnostic purposes? How 

do you use standardized student achievement data to inform your 

teaching? (#11)

2. Can you show me some specific student work samples that demon

-

strate your use of assessment? Talk about the variety of assessments 

you use in your classroom. Which ones do you find the most effective? 

How do you decide which type of assessment to use? (#12)

3. How do you use verbal and written feedback to address specific 

student weaknesses in order to help that student improve? Can 

you show me a variety of samples of feedback you have actually 

provided to students this year? (#13)

Possible artifacts to consider: student work samples, lesson plans, 

grade book

Category: Student Motivation

and Management

1. How do you set expectations and procedures for students in your 

classroom? What are some specific interventions you have used this 

year to actually prevent potential disruptions in your class? How 

do you make sure that students know what you expect of them in 

terms of procedures and classroom rules? What processes do you 

have in place that would ensure a safe classroom environment? (If 

there have been incidences during the year in which the teacher has 

had difficulty maintaining classroom order, discuss at this point any 

ways in which the teacher has addressed these issues and made 

improvements.) (#14)

2. Talk about your procedures for celebrating and recognizing student 

success in your classroom. What are some specific examples 

you can show of ways that you honor student achievement that is 

appropriate for your students? How do you encourage students to 

achieve? (#15)
© SERVE 2004 

44 Teacher Growth and Assessment Process: Procedural Handbook

The Components of the Summative Evaluation Phase—The Summative Interview

3. How do you determine your students’ individual interests in order 

to create relevant learning experiences in your classroom? How 

do you make sure that each child is challenged in your classroom? 

How do you assess individual student interest? What are some 

strategies you have used to encourage meaningful participation 

by all students? (#16)

4. What are some of the specific ways that you create a classroom 

climate conducive to learning? How do you promote sensitivity and 

respect for diversity within your students? (#17)

Possible artifacts to consider: samples of letters to parents or students 

setting forth expectations and procedures, student interest inventories 

with evidence that these influenced lesson plans, lesson plans, artifacts 

around the room, the room set-up

Category: Teacher Impact

1. Talk about the impact your teaching practices have had on student 

growth this year. What evidence do you have that your students 

made appropriate gains this year as a result of your teaching? What 

evidence do you have that students in your class have progressed 

toward meeting either individual or school goals this year? Talk about 

specific incidences in which student goals have been met in your 

class this year. (At this point, you may want to ask about specific 

students.) Talk about the strategies that you used to promote student 

growth. Which ones were successful? Why or why not? (#18)

2. Which school (or district) committees did you serve on this year? 

Do you have any evidence of your individual contributions to these 

committees? (#19)

Possible artifacts to consider: student portfolios, student achievement 

data, committee membership documentation

Category: Professional Growth

and Contributions

1. What professional development activities have you undertaken this 

year? How have you incorporated these new skills/knowledge into 

your teaching? Have you shared your professional development 

activities with other teachers? If so, how? (#20)

2. Describe some of the interactions you have had with parents on a 

regular basis. Do you have a parent contact log or some other form 

of documentation of these contacts that you can provide? How do 

you invite parents to become involved in their child’s learning?
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 45

The Components of the Summative Evaluation Phase—The Summative Interview

What are some specific strategies that you have used this year to 

create positive relationships with parents this year? (#21)

3. Talk about your system for maintaining accurate records and for 

meeting deadlines? (If you are aware that this has been a problem 

area this year for this teacher, you may want to give an opportunity 

for the teacher to share how it has been addressed and/or 

corrected.) (#22)

Possible artifacts to consider: school records or logs of professional 

development activities, parent letters, written memos to parents, e-mail 

messages to peers or parents, parent contact logs, posted rules or 

procedures within the classroom, photographs of parents helping in the 

classroom, website developed by the teacher for home communication, 

schedules maintained for record keeping, files or other systems for 

maintaining records

Please note: The objective of the Interview is 

to ask the teacher to 

present evidence of his 

or her current teaching 

practices to guide scoring by an evaluator. At 

the end of the Interview, 

ask: “Is there anything 

else about your teaching that you would like 

to share at this time?”
© SERVE 2004 

46 Teacher Growth and Assessment Process: Procedural Handbook

Scoring the Matrix:

The Profile of

Performance Sheet

FOR TEACHERS WHO ARE ENGAGED

IN SUMMATIVE EVALUATION

Purpose

The purpose of the Profile of Performance Sheet is to provide feedback to 

the teacher on his or her level of performance as indicated by the data 

collected throughout the year (classroom observations, records turned in, 

etc.) and the evidence discussed during the Interview. 

Note: If you are using SETS, you will complete a BLUE evaluation form 

to capture your ratings and create a Profile of Performance Sheet. Once 

it has been shared in a hard copy with the teacher and properly signed 

and dated, don’t forget to go back and lock the form. 

Tips on Scoring

First- and second-year teachers are only scored on the performance 

dimensions selected for their level of experience. Teachers with three or 

more years of experience are scored on the full Matrix. 

There are a number of cautionary tips that may help guide the evaluator 

in determining where a teacher falls short in each dimension. It is helpful 

to keep these in mind:

1. Know the performance dimensions of the Assessment Matrix. 

Understand what each level of performance indicates.

2. If the teacher demonstrates a certain level of performance, you must 

score him/her at that level. The Matrix has removed some of the 

subjectivity of the interpretative rating scale. In the past, rating scales 

have led many administrators to develop their own interpretations 

of such phrases as “above standard” or “well above standard.” 

The Matrix has also removed the need for such philosophies as 

“No one walks on water; therefore, no one can be on the highest 

rating level.” If the teacher demonstrates the advanced level within 
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 47

The Components of the Summative Evaluation Phase—Scoring the Matrix

a specific performance dimension, then indicate that on the Profile 

of Performance Sheet. Remember, these pre-determined scoring 

rationales actually represent biases that must be avoided.

3. Score each performance dimension independently, and note your 

rationale (evidence) for the level selected. It is possible that a teacher 

is advanced in long-range planning with sequencing but basic 

in content knowledge. Do not let a classroom observation bias a 

rating that should be otherwise based on documentation or teacher 

presentation during the Interview.

4. Be aware of any conflicts of interest that may exist between you as 

evaluator and the teacher. If at all possible, another evaluator should 

take over the evaluation process of a teacher with whom such a 

conflict exists long before the scoring process. 

The Profile of Performance Sheet 

Be sure to use the appropriate Profile of Performance Sheet for the level 

of experience for each teacher. The performance dimensions that are 

not scored for the first- and second-year teachers are shaded on the 

hard copies. Note: If you are using SETS, these dimensions are already 

shaded for you according to the teacher’s level of experience.

The Profile of Performance Sheet should be used to record the level 

selected that best matches the teacher’s performance based on the 

descriptions provided in the Matrix. The notes taken during the 

Interview as well as those taken from other sources, such as the 

Classroom Observation, provide the necessary documentation for the 

scoring decisions.

If you are scoring the teacher at a specific level, you are indicating 

that the performance of that teacher is the same as the one described 

in the Matrix. You have the documentation in your file of classroom 

observations and notes from the Summative Interview to back up the 

scoring. However, you may want to make notes about the evidence that 

was compelling to match a teacher to a particular level.

Note: If you are using SETS, you can copy and paste pertinent comments 

from the RECENT DATA files on the BLUE form to place into the summary 

notes for each category or you can write up a summary statement for the 

category in the text box provided.

The Profile of Performance provides the record of the summative year 

for the teacher’s personnel folder. Unless specified by district policy, it 

should serve as the only document needed. Any raw data, such as the 

Observation forms and the notes from the Interview, may be maintained 

as any other raw data would be. Again, this is a district policy issue.
© SERVE 2004 

48 Teacher Growth and Assessment Process: Procedural Handbook

The Post-Interview 

Conference

FOR TEACHERS WHO ARE ENGAGED

IN SUMMATIVE EVALUATION

All teachers, regardless of their level of experience, must have a PostInterview Conference within 10 days. This conference may be held in 

the evaluator’s office or the teacher’s classroom. It is the only step not 

required to be in the classroom. The purpose is to share the Profile of 

Performance and the resulting recommendations for future evaluations 

with the teacher. 

In conducting the Post-Interview Conference, the evaluator should stress 

that the Profile was developed as a result of input from the teacher 

as well as a careful analysis of all available data. At this point in the 

evaluation process, data should have been collected, maintained, 

and analyzed carefully. It may not be necessary to walk through each 

dimension score on the Profile Sheet, but rather highlight those of 

particular strength or weakness. 

The evaluator should avoid phrases such as “I scored you at...” or “I see 

you operating at this level...” because that language implies a certain 

amount of subjectivity and bias. By using the following type of phrasing, 

“The evidence you presented indicates that this is the level of your 

performance...,” the evaluator is stressing the importance of multiple 

sources of data as well as the role of the teacher in sharing evidence.

“The evidence you 

presented indicates that 

the following is your 

Profile of Performance.”
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 49

Determining the Next Steps

FOR TEACHERS WHO ARE ENGAGED

IN SUMMATIVE EVALUATION

For first- and second-year teachers, the next steps must include a 

summative evaluation if employment is continued for the next year. 

Teachers are not eligible for formative evaluation until they have 

concluded their third year of classroom experience. The principal’s 

judgment of performance determines when a teacher is assigned to 

formative evaluation.

Purpose

The most basic decision the evaluator has to make at this point is 

whether the Profile is weak enough to merit an action plan or plan of 

assistance. If the teacher’s Profile demonstrates a pattern of performance 

at levels one and two on any of the performance dimensions, the need 

for a plan of action is clearly indicated. The purpose of the next steps 

for evaluation is to address any areas of concern that may become 

evident through a summative evaluation. The district policy should be 

followed in all cases. For example, some districts have a policy that any

minimal rating in a performance dimension would trigger an automatic 

action plan. Given that the teacher has been given every reasonable 

opportunity to address performance within each dimension through a 

self-assessment and Individual Growth Plan developed at the beginning 

of the year, this is a reasonable course of action. However, it should 

also be noted that this would not be the only trigger for an action plan. 

Guidance in the decision process is noted below.

Continuous teacher growth is the key to improving teacher quality in any 

school. Regardless of current levels of performance, there will always 

be the need for teachers to continue growing in their practice. Teacher 

quality should not be a finite concept! Therefore, the evaluator should 

bear in mind that the next step for evaluation—formative, summative, 

and/or action plan—is actually a strategy of instructional leadership to 

foster that continuous growth. The next steps should not be viewed as 

punitive but rather as helpful.

A major goal of each principal is to move all teachers away from 

the minimal and basic levels to at least the proficient level in all 

performance dimensions. Visualize a school in which every teacher in 

every classroom is practicing at the proficient level in all performance 

dimensions. It may be that focusing on a particular dimension in-depth 

through a formative plan is the best way to do this. Other teachers 

The primary goal of 

any recommendation 

is continued growth 

and development of 

the individual teacher
© SERVE 2004 

50 Teacher Growth and Assessment Process: Procedural Handbook

The Components of the Summative Evaluation Phase—Determining the Next Steps

may need the more direct support and supervision offered through the 

summative phase, while still others may require an even more direct 

action plan that provides intense supervision.

Once the summative evaluation phase is completed, the principal uses 

that information to determine the next steps for the teacher to continue a 

path of growth built on the phases of teacher evaluation. The completed 

Profile of Performance Sheet provides a summary of the teacher’s level of 

proficiency in the performance dimensions. 

Other considerations might include the answers to such questions as:

● Will this teacher remain in this teaching assignment at this school 

next year? (If not, another summative might be appropriate to help 

the teacher adjust to a new teaching assignment.)

● Has this teacher demonstrated self-direction and willingness to follow 

through on professional growth plans in the past? (If not, the teacher 

may require more direct supervision such as that offered through 

summative.)

● Does the current performance indicate that the teacher requires 

greater support and direct supervision? (If so, this may indicate that 

Flow Chart for 

Decision Making 

of Next Steps for 

the Experienced 

Teacher
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 51

The Components of the Summative Evaluation Phase—Determining the Next Steps

more intense supervision, such as a plan of assistance or action 

plan, may be needed.)

● Has the teacher completed the maximum allotted time for the 

formative cycle? (If so, the teacher may automatically be due for 

a summative.)
© SERVE 2004 
© SERVE 2004 

53

The Formative 

Evaluation Phase

FOR TEACHERS WHO:

1. HAVE COMPLETED THREE OR MORE YEARS OF TEACHING EXPERIENCE. 

2. DO NOT HAVE LICENSURE OR HIRING ISSUES.

3. HAVE BEEN APPROVED BY THE PRINCIPAL.

4. ARE NOT ENGAGED IN SUMMATIVE EVALUATION.
© SERVE 2004 

54 Teacher Growth and Assessment Process: Procedural Handbook

The Individual Growth Plan 

for Teachers Engaged in 

Formative Evaluation

Purpose

Teachers who are engaged in the formative phase have met certain 

criteria that indicate their readiness to engage in self-directed growth 

with a minimum of supervision. These criteria include:

1. Have demonstrated “proficient” or above level performance in prior 

summative evaluations.

2. Are not required by issues of licensure or tenure to engage in a 

summative evaluation.

3. Are not under an action plan (plan of assistance).

4. Meet other criteria determined or set by district policy. 

Summative evaluations allow an opportunity for the evaluator to give the 

teacher formal feedback on his or her job performance on a standard set 

of criteria. The formative evaluation phase gives teachers the opportunity 

to get more in-depth feedback on an area they have targeted for 

improvement. Formative evaluation involves a learning cycle.

Components of Formative Evaluation

Self-Assessment

Self-assessment should begin with an honest, confidential look at 

individual teaching practices as they relate to the expectations defined 

by the Assessment Matrix. This process may be introduced during the 

Orientation with the “Breaking Down the Matrix” and the “Summary of 

Student Assessment Practices” activities. Teachers should be encouraged 

to continue this process throughout the year by looking at all the 

performance dimensions either on their own or with colleagues. 

Many teachers may have difficulty looking at their own practice. 

Statements such as, “I think I am doing this right, but how do I know?” 

are common among even the most experienced faculty. Self-assessment 

is more than just agreeing or disagreeing with a statement describing a 

particular practice. Often, teachers need guidelines to determine how 

their practice really compares to the performance dimensions. Teachers 
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 55

The Formative Evaluation Phase

should be encouraged to look critically at actual documentation of their 

practice such as student work samples, planning books, parent letters, 

disciplinary referrals, etc. Involving a colleague as a “critical” friend is 

also helpful. 

Goal-Setting

All goals selected by the teacher should reflect individual professional 

needs following a self-assessment of current practices. During the 

formative year, the teacher should develop goals that are in-depth and 

challenging. Teachers who are released by the principal to engage in 

formative evaluation have already demonstrated a proficient level of 

overall performance, thus establishing their readiness to pursue a higher 

level of professional development. The Individual Growth Plan (IGP) for 

those teachers engaged in formative evaluation is actually a blueprint for 

the individual professional growth they are to pursue during this phase 

of the evaluation. 

While professional growth goals do not necessarily have to be limited to 

specific performance dimensions within the Matrix, the expectations of 

these dimensions may shape more challenging goals and spark interest in 

pursuing a higher level of practice. The Matrix provides a comprehensive 

view of teaching that sets the district and state’s expectations for performance thus providing some parameters for Goal-Setting. Teachers can 

also refer to NBPTS literature for ideas about standards that define “ac

-

complished (advanced) teaching” (see www.nbpts.org). This provides the 

opportunity to tie the IGP more closely to actual school and district goals 

that are more classroom-practice focused than “raising test scores” or 

“completing graduate school.” 

It is important to note that the ability to take risks in setting challenging 

goals is crucial. Principals should recognize the need to establish a riskfree environment to encourage pursuit of more challenging goals. When 

a teacher sets a goal in a particular area, the principal is not to interpret 

that as a red flag to be used later in scoring a summative evaluation. 

Aspiring to a higher level of performance should never be penalized. 

Teachers often fear admitting they have areas that need attention simply 

because they are afraid it will be held against them. 

Guidelines for Goals

The following guidelines may be helpful to teachers in setting goals. 

Goals should: ● Reflect the results of a self-assessment of current teaching practices 

and/or special interest in pursuing a topic of interest related to the 

individual’s teaching.

● Align with school and/or district goals.
© SERVE 2004 

56 Teacher Growth and Assessment Process: Procedural Handbook

The Formative Evaluation Phase

● Reflect specific areas of classroom practice in need of improvement.

● Have some articulated connection to improved student learning, 

motivation, and/or development.

● Result in a means of documenting progress.

Goals should not be so broad as to be unrealistic or frustrating to the 

teacher. An example of this is “to improve state test scores.” This goal 

may be a district goal or an outcome of the teacher’s goal, but it is too 

broad for an individual goal. Likewise, goals should not be so narrowly 

defined that they can be accomplished with little additional teacher 

learning or effort. An example of too narrow a goal may be “clean my 

science closet” or “alter all my tests to reflect multiple-choice items such 

as on state testing.” Neither of these goals require additional learning 

on the part of the teacher. There is also the additional problem of 

not being grounded in any research or theory linking them to student 

learning. Other common goals that may not be appropriate given the 

above guidelines would include such goals as “completing my master’s 

program.” While this is certainly a worthwhile personal and professional 

goal, it does not address a specific area of classroom practice. Perhaps 

coursework in the degree program can help target specific teaching 

skills such as assessment practices or specific instructional strategies that 

can become the basis for a professional growth goal. 

While the principal may provide guidance in goal selection and 

should indicate specific areas for the teacher to target based on prior 

summative evaluations, it would be counter-productive for a principal to 

“assign” a growth goal. Teachers must be committed to accomplishment 

of a goal. This commitment is greatly enhanced when the teacher 

“discovers” his or her own area of growth through a self-assessment. 

Input of the principal may be part of that discovery, but teachers, as 

professionals, should not be pressured into accepting a specific growth 

goal. If there exists that severe a concern, perhaps the action plan or 

another method would be a better choice for the principal to use in 

directing the teacher’s growth.

The following list of examples is not meant to be a menu of options. The 

examples are intended to get teachers thinking about types of goals. 

Caution teachers not to just choose one that may or may not fit. Also, 

caution teachers that there is no “formula” or “right words” for writing a 

goal. The goal simply states what the teacher is working toward in his or 

her practice. This list is intended to provide some guidelines on the type 

of scope that might result from a self-assessment and a teacher’s desire 

to grow professionally in a specific area.

Sample Goals

1. Increase parental involvement in my students’ learning through 

teaching them new strategies for helping with homework and 

through the development of a web page.

The key is to develop 

goals that are specific 

and tied to improved 

student outcomes.
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 57

The Formative Evaluation Phase

2. Increase my students’ use of technology and writing through the 

development of student electronic portfolios.

3. Increase my students’ reading skills through the incorporation of 

content area reading material into my instruction and assessment 

practices.

4. Develop and implement rubrics for my students’ assignments 

to increase their understanding of the goals and increase their 

achievement level.

5. Investigate the use of diagnostic assessments and develop/

implement appropriate instructional and assessment practices as a 

result of diagnostic information gathered on students.

6. Incorporate higher-order thinking skills into the assignments I give 

students.

7. Investigate and implement strategies for increasing student 

motivation among the struggling students.

8. Investigate and implement strategies for rigorous, project-based 

learning.

9. Try several different ways of teaching a difficult (hard-to-teach) topic 

and interview students to explore impact.

10. Work on writing good essay questions and collecting high-quality 

answers to share/discuss.

11. Improve my content knowledge on a key topic and use that 

knowledge to revise unit materials.

Above all else, professional goals should reflect the needs of the 

individual teacher and the needs of that teacher’s students. 

Selecting the Resources

The following sources might be helpful to teachers searching for 

specific information:

● Websites (including www.serve.org)

● Listservs

● Universities (many now have satellite campuses and outreach 

programs)

● Professional conferences and workshops

● Other teachers/staff members who have developed expertise

within the area

● Professional literature and journals

Ask ERMa is an 

electronic resource 

matrix. It is the SERVE 

Assessment Matrix 

posted online at

www.serve.org/erma

that anyone can

access using the district 

username and password 

obtained through the 

personnel office.
© SERVE 2004 

58 Teacher Growth and Assessment Process: Procedural Handbook

The Formative Evaluation Phase

Selecting the Source of Feedback

Collegiality is one aspect of teaching that is often overlooked. The 

traditional organization of school has a long established history of 

teacher isolation. Yet, once teachers get together, shared interests and 

experiences lead to a team effort. It is important that the teacher selects 

a feedback source that is not only accessible but also comfortable. 

The teacher should select peer(s) with whom he/she is comfortable 

working on specific professional goals. For many teachers, sharing their 

experiences (both good and bad as they develop new skills) can be 

intimidating. It takes practice, structure, and work, but it is well worth 

the effort in terms of developing collegial support. It may also require 

additional training for teachers.

There are also naturally occurring groupings of teachers within the 

school that can be built upon to develop the professional collegiality. 

Grade levels in elementary schools, teams in middle, and departments 

in high schools may already group teachers. While there is no hard and 

fast rule stating that teachers must select their peer partners or Quality 

Colleagues from this group, it may provide a good starting point.

It is recommended that teachers choose whether or not to engage in 

collegial support through the structure of Quality Colleagues or with a 

peer coach. The interactions are all of a professional nature unrelated 

to the summative evaluation process and, therefore, must remain 

confidential and separate from formal evaluation by an administrator. A 

teacher must be comfortable in taking risks and examining weaknesses.

The choice of feedback should also match closely and support 

attainment of the goal. If the goal is one concerned with planning or 

student work, classroom observations by a peer may not be as beneficial 

as working in a study group such as the Quality Colleagues. Several 

types of feedback follow.

Quality Colleagues 

The purpose of Quality Colleagues is to provide consistent, systematic 

feedback from colleagues or peers who have an understanding of the 

classroom context of the teacher. The feedback should focus on the 

individual teacher’s goals for improvement. 

The number of Quality Colleagues a teacher has depends to a great 

extent on the school setting (i.e., organizational factors such as grade 

level, departments, or teams; size of faculty; size of district; daily 

schedule; etc.) The number may be one or more. It is not recommended 

that the number exceed five, as the group then becomes too 

cumbersome, and opportunity for exchange of ideas may be lost. The 

group may be organized around elementary grade level, middle school 

team, or high school department. Ideally, each member of the group 

would receive as well as provide feedback during each meeting.
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 59

The Formative Evaluation Phase

Each member of the group should “host” meetings on a rotating basis. 

The host is responsible for reminding members of the time, date, and 

location of the meeting and serving as facilitator/time keeper. Meetings 

among Quality Colleagues should be scheduled on a regular basis not 

less than once a month. The group should establish reasonable time 

limits for each part of the meeting at the beginning of the year. These 

time limits, of course, may be adjusted as the process develops. 

Each colleague should present his or her progress toward 

accomplishment of goals. The evidences presented should be aligned 

with the resources and sources indicated on the teacher’s IGP. This may 

include videotapes of lessons, student work samples, portfolio entries, 

samples of journal writings, results of surveys, etc. The presenter may 

also reflect on his or her professional growth. 

Following each presentation, group members may ask questions of the 

presenter. The questions should clarify specific points of the presentation. 

These questions may help guide the following discussion. Questions may 

also challenge the presenter to look at an issue or stumbling block from 

a different perspective.

Following each presentation and questioning, a discussion among the 

colleagues should include suggestions and comments for continued 

progress toward goals. During this phase, it is important that the 

presenter not engage in the discussion, but rather, becomes a nonparticipatory observer. This allows uninterrupted feedback.

The process of presentation, questioning, and discussion is completed 

with each member during each meeting. This is best accomplished 

when strict guidelines for time limits are set and followed by the group. 

It is also important to the process that all presentations and discussions 

maintain a professional and confidential quality. 

Peer Coaching or Peer Partners 

Teachers may elect to work with one peer. Like the Quality Colleagues, 

peer coaching is based on professional not social dialogue. It may 

involve classroom observations or looking at student work samples 

together. Coaching activities may take place in either the classroom 

setting or outside the classroom. Basically, peer coaching is collegial, 

not competitive, as two teachers work together to improve their 

individual practice.

There are three basic types of peer coaching:

1. Mirroring. The coach simply records whatever data the inviting 

teacher requests. There is neither analysis of the data nor any 

interpretation. 
© SERVE 2004 

60 Teacher Growth and Assessment Process: Procedural Handbook

The Formative Evaluation Phase

2. Collaborative. The coach may co-plan a lesson or simply collect 

desired data through classroom observation and later collaboratively 

analyze these data with the inviting teacher.

3. Expert. The coach is selected by the inviting teacher due to a higher 

level of expertise in a particular strategy or skill that the inviting 

teacher wishes to develop. In this case, the expert coach advises, 

analyzes data, and provides feedback to the inviting teacher.

Peer coaching is not limited to these formats and should be modified 

or developed to best suit the styles of both teachers involved. In some 

cases, student work samples may be the target of the activities requiring 

that the teachers meet on a regular basis outside class or during common 

planning times. Often, teachers use videotapes of classroom lessons that 

they can then view with the peer coach at a later time. Using videotapes 

also has the advantage of providing additional documentation for a 

teacher’s progress.

Professional Portfolio 

Another feedback source for teachers may be the development of a 

professional portfolio. It offers a structured way of monitoring one’s 

own progress—a self-assessment process. It is important that this be the 

teacher’s choice. The portfolio is not a scrapbook or loose collection of 

a multitude of documents and unrelated papers. It should be organized 

around the goal the teacher is working on throughout the year by 

being representative of samples of materials that allow the teacher to 

document or track his or her own growth.

The portfolio should fit the teacher’s style. Some teachers prefer a large 

binder while others may use a filing drawer or even a cardboard box. 

The purpose of the portfolio should not be lost on its form.

The portfolio may be shared with colleagues or not depending on 

the teacher’s preference. It remains the confidential product of the 

teacher. Just as the peer coaching process is not part of the summative 

evaluation, neither is the portfolio. The contents of the portfolio document 

progress more than accomplishment and should not be judged as part of 

a formal evaluation process unless included as such by the teacher.

One advantage of the portfolio that may be pointed out to teachers is 

that it can provide an excellent organizational tool to use in preparation 

for the Summative Interview at the end of the summative evaluation year. 

In the summative phase, the principal should not require that the portfolio 

be part of the summative review process.
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 61

The Formative Evaluation Phase

The Approval and Review Conferences

It is important that the principal be aware and supportive of the teachers’ 

Individual Growth Plans (IGP). These plans should, after all, greatly 

affect teacher quality within the school. While individual districts may set 

their own timelines and schedules for due dates for these conferences, 

the purpose of each conference remains constant.

The Approval Conference 

The teacher is responsible for completing the IGP form (a sample can be 

found on page 110) prior to this conference. Any questions or concerns 

about the nature of the teacher’s proposed plan should take place at 

this conference—not at the end of the year. This is also an excellent 

opportunity for the teacher and principal to initiate a professional 

conversation concerning the teacher’s plans. 

The Review Conference 

This conference takes place sometime during the final quarter of the 

school year. District policy may specify dates. The purpose of this 

conference is to allow the teacher to share his or her progress with 

the principal. This is not for evaluative purposes in that the IGP is 

not for accountability. Teachers may share their portfolios or other 

documentation, but they should not be required to do so. It is not the 

intent of the formative or individual professional growth year to judge 

whether or not the teacher has accomplished the goal. The intent is 

to engage the teacher in a reflective conversation focusing on his or 

her practice and to determine the extent to which working on those 

particular goals has impacted student learning.

Following a review of the IGP, the principal should note on the IGP form 

whether the teacher will continue with a formative evaluation or engage 

in summative evaluation for the next school year. The decision to move 

a teacher from formative to summative may depend on a variety of 

reasons that include but are not limited to: ● The teacher has completed the allowable time limit for formative 

(depending on district policy, this may be three to five years).

● The teacher will be changing teaching assignments for the next year, 

thus requiring more direct support and supervision.

● There have been concerns raised throughout the year that have been 

documented and indicate that the teacher would best be served 

through more direct support and supervision.

● The teacher is uncomfortable with the lack of direct support and 

supervision and requests a return to the summative phase.
© SERVE 2004 

62 Teacher Growth and Assessment Process: Procedural Handbook

The Formative Evaluation Phase

It is important that the principal consider each case carefully and 

individually. It is not advisable to arbitrarily remove a teacher from the 

formative phase for reasons such as “I am having problems with the rest 

of the department.” 

Note: If you are using SETS, the formative process data will be 

maintained using the GREEN Goals Form. Teachers should e-mail 

their goal statements to you and indicate the targeted performance 

dimensions, planned resources, and planned feedback. You can copy 

and paste the goal statements (once you have approved them) into the 

GREEN Goals Form and check the remaining information. Ask teachers 

to e-mail you when they complete a step in the plan so that you can 

copy and paste the documentation into the form.

Some Final Notes on the Formative 

Evaluation Phase

The principal must be very clear that the goals selected will not be 

used against the teacher later in a summative evaluation. One young 

teacher had a particularly challenging group of third-grade boys 

whose behavior was getting to be more than she could handle. When 

she attempted to enlist the help of her principal in coming up with 

more strategies for behavior management, he paused, pulled out an 

evaluation form, and checked off “below standard” under classroom 

management! This is an extreme example of establishing a risky 

environment for teachers. 

In another case, a principal complained that teachers were unable 

to accurately self-assess themselves using the Assessment Matrix. His 

entire faculty had rated themselves as being “advanced” in all areas, 

although he claimed to know better. When asked how he knew how 

they had rated themselves, he sheepishly admitted that he had required 

them to turn their self-assessments in to him. Another example of a risky 

environment. These teachers may have been aware of their weaknesses, 

but they were not going to let him know! 

Establishing a climate of trust and risk-taking requires leadership that 

recognizes that continuous growth of teachers is a part of professional 

development. Teachers must feel that admitting the need for this growth 

will not come back to haunt them in later evaluations. It also requires 

a separation of the formative (individual growth) and the summative 

(accountability) phase. This is best accomplished when summative 

judgments are made based only on the information and data collected 

during the summative phase according to the procedures of that process.
© SERVE 2004 

63

TEACHER GROWTH AND ASSESSMENT PROCESS:

Assessment Matrix
© SERVE 2004 

64 Teacher Growth and Assessment Process: Procedural Handbook

Teacher Growth and Assessment Process: Assessment Matrix

TEACHER GROWTH AND ASSESSMENT PROCESS

Assessment Matrix

Teacher: School/Teaching Assignment: School Year: Evaluator/Position: Directions: Teacher Self-Assessment: Consider the evidences presented for each of the twenty-two (22) performance expectations that follow. For each performance expectation (1−22) check the box (❑) of the one descriptor that best describes your current level of teacher performance in that area supported by the evidence. This form is not to be turned in to an administrator when used for teacher self-assessment. It becomes the guiding framework for the teacher throughout the school year.Principal Scoring: The principal may use this form as a guideline and record actual scoring on the Profile of Performance Sheet for each teacher. The Profile sheet becomes part of the teacher’s personnel file. On this matrix, the year for accountability (1st, 2nd, or 3rd year of classroom experience) for each dimension is listed next to the title of the performance dimension. First Year Teachers should only be held accountable for scoring on the dimensions labeled Year 1, and Second Year Teachers for those labeled Years 1 and beyond. All other levels of classroom teaching experience, regardless of how many of those years are on the SERVE model, are accountable for all 22 performance dimensions.

For scoring, the levels of performance in the descriptors are: unsatisfactory ➪ needs improvement ➪ proficient ➪ accomplished
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 65

Teacher Growth and Assessment Process: Assessment Matrix

Planning

1. Long-range planning with sequencing (Year 3 and beyond)There is no evidence of daily, weekly, or unit planning.There is no evidence of continuity across plans or 

long-term planning.

There is evidence of inconsistent or sporadic planning of daily goals.There are no clear instructional and/or assessment goals or strategies.Plans consist of little more than pages of texts or topics to be addressed. Unit planning is inadequate or weak.

There is evidence of consistent planning of daily instructional goals, strategies, and methods of assessment.The teacher can provide a clear rationale for the design and sequence of units.

There is evidence of strong daily, weekly, and unit planning with continuity across units focusing on key topics.The teacher provides a well- articulated rationale for sequencing with evidence of reflection on past plans and student performance in developing and modifying subsequent plans.

2. Alignment with curriculum (Year 1 and beyond)The evidence indicates that instructional content is generally not aligned with the local or state curriculum.

The evidence indicates that instructional content is inconsistently aligned with the local or state curriculum.Plans do not indicate that curriculum is adequately covered.Key topics or goals of curriculum may be missing in plans.

The evidence indicates that instructional content is consistently aligned with the local or state curriculum.The plans indicate that instructional goals of the curriculum are met.

The evidence indicates instructional content is consistently aligned with the local or state curriculum.The teacher has developed an organizational planning tool to ensure that all instructional goals of the curriculum are met.Priorities are set with units that are manageable sets of curriculum goals/objectives.

3. Materials/equipment (Year 1 and beyond)Planning did not ensure that materials were ready and accessible prior to the beginning of the lesson. Teacher is usually not prepared for class.

Necessary instructional materials are often missing 

or not ready prior to the beginning of the lesson. For example, students may be sent to retrieve equipment or materials from other locations during class.

The teacher is prepared for class with all necessary materials and equipment readily accessible.

Planning in advance ensures that lessons move smoothly.All materials and equipment are prepared ahead of class.The teacher has a wellorganized system for managing materials (for example, a filing system) to ensure that materials are available and easily accessible.

UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT ACCOMPLISHED
© SERVE 2004 

66 Teacher Growth and Assessment Process: Procedural Handbook

Teacher Growth and Assessment Process: Assessment Matrix

Instruction

4. Context of the lesson (Year 1 and beyond)Context of the lesson is not set. Instructional goals/objectives of the lesson are not stated.Directions and purpose of lesson are not clear.

Context of the lesson may be set, but expectations for learning are not clear. Instructional goals/objectives of the lesson may be stated but are often confusing or unrelated to the lesson’s activities.

Context of the lesson is set with reference to prior knowledge/ activities. Expectations for student learning are clearly stated. Instruction is purposeful.

The teacher sets context of lesson in a creative way that engages students from the beginning. For example, the teacher may frame the context of the lesson in a key problem or question. Expectations for student learning are clearly understood.

5. Content knowledge; presentation (Year 2 and beyond)The teacher consistently makes content errors and does not correct content errors made by students.The teacher has made no effort to upgrade content knowledge.The teacher does not fully explain concepts or follow up on questions posed by students.

The teacher displays some errors or lack of depth in content but has made some attempt to upgrade content knowledge.Attempts are made to explain content, but there is little followup to student questions.

The teacher displays solid content knowledge and can clearly explain relevancy of material to students.Explanations are clearly stated.Student questions are followed up by attempts to present the material more effectively.

The teacher displays extensive content knowledge with evidence of pursuit of additional knowledge.The teacher models enthusiasm for the content area and provides relevant experiences to excite students about learning.The teacher is creative and flexible in presentation ensuring that all students understand before moving on.

6. Appropriateness of the lesson; pacing (Year 3 and beyond)The pacing is usually too slow, too rushed, or both with inappropriate use of instructional time.Students waste time by avoiding work.Most activities do not reflect developmentally appropriate practices.

The pacing is inconsistent.Opportunities for student engagement are limited with inconsistently appropriate use of instructional time.Frequent off-task behaviors observed.Activities are not always developmentally appropriate.

The pacing consistently offers opportunities for active student engagement with appropriate use of instructional time.Activities always reflect developmentally appropriate practices.

All students are actively en- gaged in a variety of meaning- ful ways with maximum use of instructional time.Activities are based on developmentally appropriate practices that challenge without overwhelming students.Activities consistently build on prior knowledge of students.

UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT ACCOMPLISHED
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 67

Teacher Growth and Assessment Process: Assessment Matrix

Instruction

7. Use of technology (Year 2 and beyond)The evidence indicates little or no use of available technology and/or other resources.

The evidence indicates limited or inappropriate use of available technology and/or other resources.

The evidence indicates consistent use of available technology and other resources when appropriate to objectives.

The evidence indicates that the teacher consistently expands the use of available technology and other resources.The teacher creates tasks to further student expertise.

8. Effectiveness of instructional strategies (Year 2 and beyond)The evidence indicates limited knowledge and use of instructional strategies (i.e., relies heavily on oneor two instructional strategies).

The evidence indicates some knowledge but inconsistent use of instructional strategies determined by student need.Whole class instruction or individual seatwork is the norm.

The evidence indicates knowledge and consistent use of a variety of instructional strategies with use of small groups, individualized instruction, and accommodations for special needs students.

The evidence indicates the teacher has selected and created a wide range of instructional strategies that address learning styles and individual needs of all students with an emphasis on creativity.

9. Strategies for underachieving students (Year 1 and beyond)There is no evidence that the teacher implements specific strategies to raise the performance level of underachieving students.

There is evidence that the teacher is inconsistent in imple- menting specific strategies to raise the performance level of underachieving students.

There is evidence that the teacher implements specific strategies to raise the performance level of underachieving students.

The teacher knows each student as an individual learner and uses this knowledge to adapt strategies and resources to raise the performance level of underachieving students.

10. Questioning techniques (Year 2 and beyond)Teacher questioning techniques generally focus on student recall with no opportunity to assess student understanding or encourage higher-level thinking skills.Questions are primarily factoriented.

Teacher questioning techniques are inconsistent in the opportunity to assess student understanding or encourage higherlevel thinking skills.Most questions focus on lowlevel content with little or no follow-up.

Teacher questioning techniques 

consistently provide the opportunity to assess most students’ understanding and encourage higher-level thinking skills.Students are encouraged to ask questions.

Teacher questioning techniques 

are structured to assess student understanding and encourage higher-level thinking skills.Students are guided through questions to construct their own meaning. Student discussion is encouraged.

UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT ACCOMPLISHED
© SERVE 2004 

68 Teacher Growth and Assessment Process: Procedural Handbook

Teacher Growth and Assessment Process: Assessment Matrix

Assessment

11. Analysis of student assessment results (Year 3 and beyond)The evidence indicates that assessment results are not used to affect instructional planning.The teacher does not adjust instruction or plan intervention based on analyses of student assessment.

The teacher has difficulty analyzing student assessment results to guide instructional planning and intervention strategies.

The teacher demonstrates proficiency in analyzing student assessment results in order to adjust instruction or plan intervention strategies.

The teacher demonstrates exceptional skill in analyzing student assessment results on a regular basis.The teacher demonstrates skill in designing assessment strategies for diagnostic and formative purposes.

12. Meaningful student work assignments (Year 2 and beyond)The evidence indicates that there is little meaningful student engagement in assessment activities and/or assignments.There is little or no effort made by the teacher to vary assessments or assignments to reflect desired goals and/or objectives.

The evidence indicates inconsistent engagement of students in assessment activities and/or assignments.There is inconsistent effort by the teacher to vary assessments or assignments to reflect desired goals and/or objectives.

There is evidence of consistently meaningful engagement of students in activities and/or assignments.There is consistent effort by the teacher to vary assessments and assignments to reflect desired goals and/or objectives.

There is evidence of consistently meaningful engagement of students in activities and/or assignments.The teacher uses a wide range of both formal and informal assessments that allow systematic monitoring of student progress.

13. Quality of feedback to students (Year 1 and beyond)Written and/or verbalfeedback is limited to assignment of grades or correctness of response.There is no directionprovided for improvement in performance.

Written and/or verbal feedback is minimal.Feedback does not adequately address individual student strengths or weaknesses.Re-direction is inconsistentor limited.

Written and verbal feedback 

is appropriate and consistently addresses individual student strengths and weaknesses.Feedback provides good ideas about how students can improve.

Written and verbal feedback 

consistently addresses individual student strengths and weaknesses and encourages student self-reflection.Feedback is fair and demonstrates high expectations for all students.

UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT ACCOMPLISHED
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 69

Teacher Growth and Assessment Process: Assessment Matrix

Student Motivation and 

14. Expectations/procedures (Year 1 and beyond)Explicit expectations and procedures for classroom and school safety are non-existent or not enforced as evidenced by a general lack of control of the classroom.

Explicit expectations and procedures for classroom and school safety are inconsistently enforced as evidenced by significant difficulties in managing student behavior in the classroom.Disruption of instructional time is frequent.

Explicit expectations and procedures for classroom and school safety are clearly communicated and understood as evidenced by a generally successful management of student behavior in the classroom.Disruption in instructional time by student behavior is rare.

Explicit expectations and procedures for classroom and school safety are clearly communicated and understood.There is evidence that students take ownership of their behavior and learning.Disruption of instruction by student behavior is generally prevented through prior intervention and knowledge of students.

15. Expectations for student success (Year 1 and beyond)The teacher has low expectations for student performance.There are no efforts to celebrate or recognize student success.

The teacher has moderate expectations for student achievement for some students and inconsistently uses motivational techniques or strategies for some students.Teacher does not initiate any efforts beyond those of colleagues or school to celebrate or recognize student success.

The teacher has high expectations for student achievement and consistently uses motivational techniques or strategies for all students.Teacher initiates efforts to celebrate and recognize student success within the classroom.

The teacher has high expecta- tions for student achievement for all students and creates a learning environment that best facilitates the learning and de- velopment of students.Recognition of student success encourages students to respect individual and group differences.

16. Student interest and participation (Year 1 and beyond)Student interest and participation is generally low.There is little or no meaningful engagement of students in learning.

Student interest and participation is inconsistent.There is inconsistent engagement of students in meaningful learning experiences.

Student interest and participation is consistently high.There is consistent engagement of students in meaningful learning experiences.

Student interest and participation is consistently high.There is consistent engagement of students in meaningful learning experiences and activities with high relevancy to student interests.

UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT ACCOMPLISHED
© SERVE 2004 

70 Teacher Growth and Assessment Process: Procedural Handbook

Teacher Growth and Assessment Process: Assessment Matrix

Student Motivation

and Management

17. Classroom climate (Year 1 and beyond)The classroom has a general negative climate as evidenced by a lack of mutual respect in student/teacher interactions.

The classroom climate is not supportive of learning for all students.Attention is distributed inequitably. There is evidence of insensitivity to some students’ needs.

The classroom environment is supportive of the learning of all students.The teacher demonstrates sensitivity to all students. Interactions between students and teacher demonstrate mutual respect.

The classroom has a consistently supportive and student-centered climate.Opportunities are provided for students to take risks. Students are encouraged to share ideas openly and to examine mistakes.Interactions between students and teacher are always mutually respectful.

Teacher Impact18. Student progress toward goals (Year 1 and beyond) The teacher cannot demonstrate that there has been significant student progress toward accomplishment of classroom or school goals. There is evidence of inconsistent student progress of most students toward accomplishment of goals. There is evidence of consistent student progress of most students toward school and individual goals. There is evidence of significant student growth in a variety of ways related to school and individual goals. The teacher is able to reflect on and analyze strategies to promote growth. 19. Contribution to school climate (Year 2 and beyond) There is a general lack of involvement in schoolwide activities (i.e., committees, programs, student activities, etc.). There is inconsistent involvement in schoolwide activities (i.e., committees, programs, student activities, etc.). There is consistent involvement in schoolwide activities (i.e., committees, programs, student activities, etc.) demonstrating a positive contribution to the overall school climate. There is consistent involvement as a leader in schoolwide activities (i.e., committees, programs, etc.) demonstrating a significant contribution to the overall school climate.

UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT ACCOMPLISHED
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook 71

Teacher Growth and Assessment Process: Assessment Matrix

Professional Growth and Contributions20. Alignment of professional development (Year 2 and beyond) There is no effort to engage in professional development. The teacher requires constant reminders. The teacher engages in minimal professional development. There is little or no evidence that the teacher seeks to improve professional practice or knowledge. The teacher seeks out opportunities for professional development aligned with school goals and teaching assignment. The teacher can reflect on recently acquired areas of new knowledge or skills. The teacher seeks out opportunities for professional growth aligned with school goals and initiates activities important to the growth of colleagues, such as engaging in professional presentations, mentoring other teachers, or conducting action research. 21. Interaction with parents (Year 1 and beyond) Teacher makes no effort to interact with parents other than through required written grade reports. Comments to parents are generic and non-specific to student progress. Interaction with parents is inconsistent. The majority of interactions concern problems with student behavior or grades with little or no follow-up. The teacher does not invite parents to become involved in decisions concerning student learning. Interaction with parents is con- sistently of high professional quality. Areas of concern are addressed in a timely and positive manner. There is consistent follow-up of parent contact. The teacher regularly invites parental involvement in student learning. Interaction with parents is frequent and highly professional. The teacher frequently involves parents in support of student learning and creates opportunities for positive relationships with families. Parents are informed regularly of student successes. 22. Teacher’s records (Year 1 and beyond) Teacher’s records and reports are in disorder, resulting in frequent errors and/or delays. Teacher’s records and reports are inconsistent in quality and/or timeliness. Teacher’s records are consistently accurate and timely. Teacher’s records are always of high quality with exemplary accuracy and timeliness.

UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT ACCOMPLISHED
© SERVE 2004 
© SERVE 2004 

73

Forms

TEACHER REFLECTION

Seeing Yourself on Video... It’s Not Just for Entertainment ..................................... 75

Teacher’s Analysis of Assessment Practices ..........................................................76

Plus/Delta Worksheet for Developing the Individual Growth Plan ........................80

CLASSROOM OBSERVATION

Classroom Observation Form A .............................................................................86

Classroom Observation Form B .............................................................................90

Classroom Observation Form C .............................................................................96

SUMMATIVE INTERVIEW

A Teacher’s Guide to the Summative Interview .....................................................99

Summative Interview Questions ........................................................................... 103

DOCUMENTATION FOR PERSONNEL FILES

First-Year Teacher—Profile of Performance and Recommendation ..................... 107 

Second-Year Teacher—Profile of Performance and Recommendation ...............108

Profile of Performance for Third-Year and Continuing Teachers .........................108

Individual Growth Plan ............................................................................................ 110

© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Teacher Reflection Forms 75

Seeing Yourself on Video...

 It’s Not Just for Entertainment

Before you turn on 

the VCR...

Watch the film once 

all the way through 

without notes.

After you have watched 

the film and taken notes...

What was your purpose in 

teaching this lesson? (What 

did you hope students 

would gain or learn?)

As you watch it for the 2nd (or 

3rd, etc.) time, describe, don’t 

judge! Look at it from the 

student’s perspective. What do 

you actually see yourself doing 

during this class? Describe 

your students’ reactions to your 

strategies.

Reflect on your notes and ideas. If 

you were a student, what do you 

think you might have learned? Look 

back at the first column—how well did 

you accomplish your purpose in this 

lesson? What would you like to see in 

future videotapes of your teaching? 

Teacher: Date:
© SERVE 2004 

76 Teacher Reflection Forms Teacher Growth and Assessment Process: Procedural Handbook

Teacher’s Analysis of Assessment Practices

Type of Task Description of the Task

Task #1

(for example: 

unit test, project, 

class assignment, 

worksheet, etc.)

What knowledge were students expected to demonstrate:

What skills were students expected to demonstrate:

What level of thinking was required of students:

Task #2

(for example: 

unit test, project, 

class assignment, 

worksheet, etc.)

What knowledge were students expected to demonstrate:

What skills were students expected to demonstrate:

What level of thinking was required of students:

Teacher: Date:
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Teacher Reflection Forms 77

Teacher’s Analysis of Assessment Practices (continued)

What are students asked to do?

Subject or Class:

Column A:

Check each kind of 

work assigned

Column B:

Check frequency of 

assignment (complete only 

if Column A is checked)

Column C:

Briefly describe what you hoped students 

would gain from this type of assignment

❑ Worksheets/Short 

Answer Responses 

❑ Daily 

❑ Weekly 

❑ Monthly 

❑ Infrequently (less than 

twice per semester) 

❑ Seminars/

Discussion Groups 

Student-to-student 

interaction encouraged

❑ Daily 

❑ Weekly 

❑ Monthly 

❑ Infrequently (less than 

twice per semester) 

❑ Skill Practice

Labs, experiential 

learning, performancebased

❑ Daily 

❑ Weekly 

❑ Monthly 

❑ Infrequently (less than 

twice per semester) 

❑ Problem-based 

Learning

❑ Daily 

❑ Weekly 

❑ Monthly 

❑ Infrequently (less than 

twice per semester) 

❑ Extended Projects

Time frame 

encompasses more 

than one class period 

(i.e., science projects)

❑ Daily 

❑ Weekly 

❑ Monthly 

❑ Infrequently (less than 

twice per semester) 

❑ Presentations by 

Students

❑ Daily 

❑ Weekly 

❑ Monthly 

❑ Infrequently (less than 

twice per semester) 

Teacher: Date:
© SERVE 2004 

78 Teacher Reflection Forms Teacher Growth and Assessment Process: Procedural Handbook

Column A:

Check each kind of 

work assigned

Column B:

Check frequency of 

assignment (complete only 

if Column A is checked)

Column C:

Briefly describe what you hoped students 

would gain from this type of assignment

❑ Extended Written 

Responses

Student journals, 

reader responses

❑ Daily 

❑ Weekly 

❑ Monthly 

❑ Infrequently (less than 

twice per semester) 

❑ Reading 

Assignments

(in class)

❑ Daily 

❑ Weekly 

❑ Monthly 

❑ Infrequently (less than 

twice per semester) 

❑ Reading 

Assignments

(out of class)

❑ Daily 

❑ Weekly 

❑ Monthly 

❑ Infrequently (less than 

twice per semester) 

❑ Tests

• Multiple choice

• True/false

• Fill-in-the-blank

• Short discussion

• Fact-driven

❑ Daily 

❑ Weekly 

❑ Monthly 

❑ Infrequently (less than 

twice per semester) 

❑ Tests

Mostly open-ended, 

critical thinking 

application items

❑ Daily 

❑ Weekly 

❑ Monthly 

❑ Infrequently (less than 

twice per semester) 

Teacher’s Analysis of Assessment Practices (continued)

Teacher: Date:
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Teacher Reflection Forms 79

Column A:

Check each kind of 

work assigned

Column B:

Check frequency of 

assignment (complete only 

if Column A is checked)

Column C:

Briefly describe what you hoped students 

would gain from this type of assignment

❑ Student portfolio ❑ Daily 

❑ Weekly 

❑ Monthly 

❑ Infrequently (less than 

twice per semester) 

❑ Computer Work

Basic skills

❑ Daily 

❑ Weekly 

❑ Monthly 

❑ Infrequently (less than 

twice per semester) 

❑ Computer Work 

Incorporated into other 

assignments (i.e., 

searches on Web, 

word processing, etc.)

❑ Daily 

❑ Weekly 

❑ Monthly 

❑ Infrequently (less than 

twice per semester) 

❑ Other 

Assignment(s):

❑ Daily 

❑ Weekly 

❑ Monthly 

❑ Infrequently (less than 

twice per semester) 

Teacher’s Analysis of Assessment Practices (continued)

Teacher: Date:
© SERVE 2004 

80 Teacher Reflection Forms Teacher Growth and Assessment Process: Procedural Handbook SERVE Teacher Growth and Assessment Plus/Delta Worksheet for Developing the Individual Growth Plan Directions: As part of the SERVE Beginning Teacher Growth and Assessment (BTGA) process, the mentor and the beginning teacher should collaborate on the needs assessment for the beginning teacher. Years One and Two begin with a review and identification of the beginning teacher’s strengths and areas for improvement based on the SERVE Teacher Growth and Assessment Matrix. A variety of self-assessment strategies may include: videotaping classes, examining student work samples, examining lesson plans, reviewing interactions with parents, and other ways of comparing actual practice to the Matrix. While the first- and second-year teachers will not be assessed by an administrator on all 22 performance dimensions during these first two critical years, the mentor and beginning teacher should examine practice within each one and may develop goals based on any of these dimensions. Record the results below. In Year Three, the beginning teacher should continue to perform self-assessment of practice and collaborate with the mentor and other teachers. Following a review of practice and analysis of results, select a maximum of three TGA Performance Dimensions for continued development of the Individual Growth Plan.

Teacher: Mentor: Date:

Rhoades, K. and Howard, B. (2004)* Alignment of INTASC Standards, J.H. Stronge (2002)
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Teacher Reflection Forms 81 TGA Matrix Performance Dimension INTASC Standards* Strengths Target Areas for Improvement

1

(Year 3+)

1

2

(Year 1+)

17

3

(Year 1+)

146

4

(Year 1+)

17

5

(Year 2+)

1

Teacher: Mentor: Date:

 Rhoades, K. and Howard, B. (2004) * Alignment of INTASC Standards, J.H. Stronge (2002)
© SERVE 2004 

82 Teacher Reflection Forms Teacher Growth and Assessment Process: Procedural Handbook TGA Matrix Performance Dimension INTASC Standards* Strengths Target Areas for Improvement

6

(Year 3+)

47

7

(Year 2+)

46

8

(Year 2+)

1234

9

(Year 1+)

3

10

(Year 2+)

6

Teacher:

 Rhoades, K. and Howard, B. (2004) * Alignment of INTASC Standards, J.H. Stronge (2002)
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Teacher Reflection Forms 83 TGA Matrix Performance Dimension INTASC Standards* Strengths Target Areas for Improvement 11 (Year 3+)

28

12

(Year 2+)

8

13

(Year 1+)

8

14

(Year 1+)

5

15

(Year 1+)

23

5

Teacher:

 Rhoades, K. and Howard, B. (2004) * Alignment of INTASC Standards, J.H. Stronge (2002)
© SERVE 2004 

84 Teacher Reflection Forms Teacher Growth and Assessment Process: Procedural Handbook TGA Matrix Performance Dimension INTASC Standards* Strengths Target Areas for Improvement 16(Year 1+)

12

5

17

(Year 1+)

3

5

18

(Year 1+)

7

19

(Year 2+)

3

5

79

10

20

(Year 2+)

19

Teacher:

 Rhoades, K. and Howard, B. (2004) * Alignment of INTASC Standards, J.H. Stronge (2002)
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Teacher Reflection Forms 85 TGA Matrix Performance Dimension INTASC Standards* Strengths Target Areas for Improvement 21 (Year 1+)

38

10

22

(Year 1+)

8

Additional Notes...

Teacher:

 Rhoades, K. and Howard, B. (2004) * Alignment of INTASC Standards, J.H. Stronge (2002)
© SERVE 2004 

86 Classroom Observation Forms Teacher Growth and Assessment Process: Procedural Handbook

Classroom Observation Form A

Teacher:

Observer:

Date of Observation:

Date of Post-Observation Dialogue:

Check One: ❑ Announced ❑ Unannounced

Context of Lesson Observed:

Type of class (subject/grade level):

Number of students present:

Note any unusual circumstances that might affect this lesson: 

1. Describe teacher’s introduction of the lesson (goals stated, method of setting 

context, readiness of materials/equipment, etc.).

 Additional comments from post-observation dialogue: 
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Classroom Observation Forms 87

Teacher: Observer: Date:

2. Describe instructional strategies (direct instruction, independent seatwork, 

questioning, discussion, experiential, project-based, reading, etc.). Include 

any use of technology/resources/materials. 

 Additional comments from post-observation dialogue:

3. Describe the reactions of students to this lesson (level of engagement, level of 

interest, etc.).

 Additional comments from post-observation dialogue:

Classroom Observation Form A (continued)
© SERVE 2004 

88 Classroom Observation Forms Teacher Growth and Assessment Process: Procedural Handbook

Teacher: Observer: Date:

4. How did the teacher assess student understanding?

 Additional comments from post-observation dialogue:

Additional notes on observation (attach additional sheets as needed):

Classroom Observation Form A (continued)
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Classroom Observation Forms 89

Teacher: Observer: Date:

Summary of Lesson

5. Specific strengths observed during this lesson:

6. Suggestions for improvement based on observation of this lesson:

This lesson has been reviewed in a Post-Observation Dialogue.

 / / 

Signature of Observer Position Date

 / 

Signature of Teacher Date

At the conclusion of the second observation, if the evaluator/observer feels he/she is still somewhat unsure 

of the feedback most helpful to this teacher, the following options should be considered:

1. Continue the process of collecting data via additional observations.

2. Ask other observers to share their findings.

* Remember, the more high-quality feedback you can provide, the more likely the teacher is to be able to 

improve performance and thus be more effective in the classroom.

Classroom Observation Form A (continued)
© SERVE 2004 

90 Classroom Observation Forms Teacher Growth and Assessment Process: Procedural Handbook

Classroom Observation Form B

Teacher: Date:

Observer: Position:

Number of Students Present:

Starting Time of Observation: Ending Time:

1. (Performance Dimension # 3) 

a. List materials/equipment used in this lesson. Indicate readiness of materials and 

equipment. (If any technology is used, please indicate this as well as evidence for 

Performance Dimension #7.)

2. (Performance Dimension #4) 

a. Indicate the goal(s) or objectives of this lesson (apparent, not necessarily expressly stated 

or written).

b. Indicate the context in which this lesson was placed in relation to other lessons.
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Classroom Observation Forms 91

Teacher: Observer: Date:

c. Note instructions provided to students.

3. (Performance Dimension #5) 

a. Indicate the level of content knowledge demonstrated by the teacher. Note any 

inaccuracies in content.

b. Indicate the clarity of explanations.

c. Indicate if any redirection by the teacher was attempted following student questions.

Classroom Observation Form B (continued)
© SERVE 2004 

92 Classroom Observation Forms Teacher Growth and Assessment Process: Procedural Handbook

Teacher: Observer: Date:

4. (Performance Dimension #6)

a. Describe the pace of the lesson (e.g., appropriate, too slow, too fast).

b. Describe activities in the lesson.

5. (Performance Dimension #10)

a. List sample questions asked by teacher.

b. List sample questions asked by students.

Classroom Observation Form B (continued)
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Classroom Observation Forms 93

6. (Performance Dimension #13) List samples of feedback provided to students 

during the lesson.

7. (Performance Dimension #14) Describe any disruptions to the lesson and 

indicate how the teacher handled each, if any, incident. Describe the general 

behavior of students in the classroom.

Classroom Observation Form B (continued)

Teacher: Observer: Date:
© SERVE 2004 

94 Classroom Observation Forms Teacher Growth and Assessment Process: Procedural Handbook

Teacher: Observer: Date:

8. (Performance Dimension #16) Describe student participation in the lesson. 

Provide specific examples.

9. (Performance Dimension #17) Describe the general classroom climate. Provide 

specific examples of interactions between teacher and students. 

Classroom Observation Form B (continued)
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Classroom Observation Forms 95

Teacher: Observer: Date:

Indicate additional impressions from this lesson regarding specific strengths in 

teaching practice:

Indicate any specific areas which require improvement prior to the Summative 

Interview:

 

This document has been reviewed during a Post-Observation Dialogue within ten (10) days of the 

observation. 

 / 

Evaluator Date

 / 

Teacher Date

Classroom Observation Form B (continued)
© SERVE 2004 

96 Classroom Observation Forms Teacher Growth and Assessment Process: Procedural Handbook

Classroom Observation Form C

Teacher: Date:

Observer: Position:

Number of Students Present:

Starting Time of Observation: Ending Time:

Performance 

Dimension Indicators Notes During Observation

#3

(All)

Materials/Equipment

#4

(All)

Context of Lesson

#5

(Year 2 and 

beyond)

Content Knowledge

#6

(Year 3 and 

beyond)

Pacing
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Classroom Observation Forms 97

Teacher: Observer: Date:

Performance 

Dimension Indicators Notes During Observation

#7

(Year 2 and 

beyond)

Use of Technology

#8

(Year 2 and 

beyond)

Effectiveness of Instructional 

Strategies

# 9

(All)

Strategies for 

Under-achieving Students

#10

(Year 2 and 

beyond)

Questioning (include 

examples)

#12

(Year 2 and 

beyond)

Meaningful Student Work 

Assignments

Classroom Observation Form C (continued)
© SERVE 2004 

98 Classroom Observation Forms Teacher Growth and Assessment Process: Procedural Handbook

Teacher: Observer: Date:

Performance 

Dimension Indicators Notes During Observation

#13

(All)

Quality of Feedback to 

Students (include examples)

#14

(All)

Expectations/Procedures

(include examples)

Additional notes (indicate appropriate performance dimension whenever possible):

Indicate additional impressions from this lesson regarding specific strengths in teaching practice:

Indicate any specific areas which require improvement prior to the Summative Interview:

Classroom Observation Form C (continued)
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Summative Interview Forms 99

TEACHER GROWTH AND ASSESSMENT PROCESS

A Teacher’s Guide to

the Summative Interview 

Purpose

The purpose of the Summative Interview is to provide an opportunity for the principal and 

teacher to discuss aspects of teaching generally not available through more traditional means of 

evaluation such as classroom observation. The Summative Interview takes place in the teacher’s 

classroom or assigned area of teaching to allow this discussion to occur within the context of the 

teaching. The teacher should be prepared to provide evidence and samples/artifacts of teaching 

that support the teacher’s level of performance based on the Assessment Matrix. These items 

should represent only those actually used by the teacher in performance of his/her duties – not 

materials produced exclusively for the purpose of evaluation.

Scheduling

The Summative Interview should be a culminating activity of the summative evaluation year 

occurring near or at the end of the school year. The teacher and principal should agree on the 

time and date of the Summative Interview with adequate notice to allow preparation. It should 

occur prior to the scoring of the Assessment Matrix by the principal. The Summative Interview 

should be conducted within a 45-minute timeframe.

A brief conference in which the principal reviews the scoring and recommendations resulting from 

the summative evaluation should take place within ten (10) working or school days following the 

Summative Interview. 

Structure of the Summative Interview

The teacher should use the Assessment Matrix as a guide for the preparation and presentation 

of selected materials for the Summative Interview. A self-assessment using the matrix should 

occur early during the summative evaluation year. This self-assessment should guide the 

selection of artifacts throughout the summative year as well as serve as a foundation for 

professional growth plans. 

The principal will facilitate the Summative Interview through a series of questions designed to 

focus the session on the performance dimensions of the matrix. It is not necessary to adhere 

strictly to these questions (additional questions may certainly be asked to provide clarification). 

Teachers should be provided with the questions prior to the Interview to avoid confusion and 

wasted time.
© SERVE 2004 

100 Summative Interview Forms Teacher Growth and Assessment Process: Procedural Handbook

Suggested Guidelines for Presentation of Materials

The following guidelines for teachers are suggestions, not mandates. The artifacts and materials 

collected should reflect the context of your teaching assignment. Teachers are not limited to the 

following suggestions. Any materials presented should represent that individual’s actual teaching 

performance, teaching context, and style of teaching. All materials should represent only a 

sample of teaching materials, keeping in mind that there is a time limit of 45 minutes. A teacher is 

not limited to the suggested artifacts.

I. Planning (Performance Dimensions #1 – 3)

Be prepared to:

1) Discuss the process used in planning lessons and units.

2) Include any evidence of alignment of curriculum in planning.

3) Address the use of testing or assessment in planning.

4) Demonstrate any methods of organization of materials and resources.

Artifacts might include but are not limited to: written daily and unit lesson plans; pacing 

guides; curriculum guides.

II. Instruction (Performance Dimensions #4–10)

Be prepared to: 

1) Address your rationale for implementing specific strategies.

2) Provide evidence that specific student needs have been addressed through a modification 

 of your teaching.

3) Discuss your use of technology and other resources.

Artifacts might include but are not limited to: brief clips from videotapes of lessons; 

photographs of special projects or speakers; samples of student work; lesson plans indicating 

a variety of instructional strategies; and “case studies” of specific students indicating 

effectiveness of instructional strategies and modifications made to address needs. 

III. Assessment (Performance Dimensions #11–13)

Be prepared to: 

1) Discuss a specific assignment or task such as a test, project or paper in terms of student 

 achievement.

2) Demonstrate that you used student performance on that particular item to assess student 

 strengths and weaknesses.

3) Link this assessment to follow-up instruction.

4) Share your gradebook and what it says about student understanding.

Artifacts might include but are not limited to: student work samples pertaining to 

particular assignments; lesson plans indicating “next steps” in instruction; student work 

samples of later assignments indicating where progress was made in addressing weakness; 
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Summative Interview Forms 101

folder of student work samples displaying samples of your written feedback to students; 

notes written to either parents or students on student progress; “case studies” of two or more 

students who had specific difficulties addressed by you through feedback with samples of 

work and evidence of progress.

IV. Student Motivation and Management (Performance Dimensions #14–17)

Be prepared to: 

1) Discuss specific strategies you use in your classroom designed to increase student 

 motivation or manage student responsibility for learning.

2) Reflect on why some strategies worked, why some didn’t, and what you did to 

 improve them. 

3) Discuss your expectations for student performance and behavior. 

4) Discuss how you maintained a positive classroom climate throughout the year. 

Artifacts might include: letters to parents; copies of specific notes to parents regarding 

their child’s progress; letters/notes to you from parents or students; results of parent/student 

surveys; communications to parents/students concerning your classroom procedures; 

documentation of incentive plans or examples of celebrations within your class; samples of 

recognition for student success.

V. Teacher Impact (Performance Dimensions #18–19)

Be prepared to:

1) Present your individual contribution to the development of students toward accomplishment 

 of school or individual goals.

2) Discuss your individual contributions to the school climate such as committees on which 

 you have served, clubs or organizations you have sponsored and any non-instructional 

 duties you have undertaken.

Artifacts might include: student achievement data; samples of student work samples; 

“case studies” of individual students; data from parent/student surveys; letters/notes to you 

from parents or students; documentation of your work on school or district committees; letters 

or other written communication to colleagues, administrators, etc.; evidence of alignment of 

practice to school initiatives (i.e., instructional materials, lesson plans showing inclusion of 

specific strategies, etc.)

VI. Professional Growth and Contributions (Performance Dimensions #20–22)

Be prepared to:

1) Discuss your professional development activities throughout the year.

2) Reflect on newly acquired skills or areas of knowledge.

3) Demonstrate how you maintain required records (calendar, notebook, files, etc.) If 

 you have had difficulty maintaining records in the past, you may want to emphasize 

 improvements you have made in this area over the course of the year.

Artifacts might include but are not limited to: documentation of professional development 

activities; pictures or videotapes of special events; system of organizing paperwork and/or 

samples of records you have maintained.
© SERVE 2004 

102 Summative Interview Forms Teacher Growth and Assessment Process: Procedural Handbook

Tips for Organization of Artifacts

A specially designed and maintained “portfolio” is not a requirement but may prove useful in 

organizing evidences and documentation. Any system of organization that suits your particular 

style might prove useful. Throughout the year, you might want to collect artifacts that demonstrate 

what you do within a particular category of teaching (planning, instruction, assessment, etc.) or 

within each of the performance dimensions. These collections may be maintained in separate 

boxes or file folders. It is essential, however, that you have any artifacts you might want to display 

during the Summative Interview in a convenient location that is readily accessible in an organized 

manner during the Interview to avoid wasted time, lost opportunity or confusion. It is not a good 

idea to wait until the Interview has actually started to try and find these artifacts among all your 

teaching materials in your room. Nor is it a good idea to wait until the end of the year to find 

all the supporting artifacts you might want to use. Start at the beginning of the year to simply 

file or keep those samples of student work, lesson plans, unit plans, parent notes, etc., that might 

be useful as representative samples of what you do. It should not be such an overwhelming 

display that it cannot be presented within the 45-minute time limit. Adjust your teaching practices 

throughout the year if necessary to meet the expectations stated in the matrix. 

One side note: this process can be a positive validation of your level of professional performance. 

It can also offer a useful avenue for professional feedback and self-assessment.
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Summative Interview Forms 103

Summative Interview Questions

The objective of the summative interview is primarily to provide the opportunity for the teacher 

to present evidence of teaching that might not otherwise be evident in classroom or other 

observations already collected by the evaluator. The evaluator must be able to complete the 

Profile of Performance based on the total data collected throughout the summative period, so data 

collected during the interview process can “fill in the holes” of what the evaluator already has 

collected in the form of observations (classroom and others) and documentation. 

The following questions are intended to serve as guides or examples of questions an evaluator 

would use during the Summative Interview with a teacher to capture data helpful for scoring 

specific performance dimensions. It is not necessary to ask a question if you already have data 

from other sources or the teacher provides data while answering another question. It is also 

helpful at times to add questions that are specific to that teacher’s circumstance. 

Document during the interview all responses by the teacher for use during the development of 

the Profile of Performance. With the teacher’s permission, the interview may be audio taped for 

accuracy but careful notes should be taken throughout the interview. Maintain records of the 

summative interview just as you would a classroom observation. 

When interviewing first- or second-year teachers, target only the performance dimensions for 

which they are accountable (see the matrix). 

The numbers in parentheses after each question indicate the corresponding performance 

dimension on the matrix. Please use these questions as guidelines or examples. You are not 

limited to these questions and should adjust your questioning to fit the teacher when appropriate.

Category: Planning

1. Talk a little about your process of planning. How do you determine the sequence of your 

units of study? (#1)

2. What are some specific examples of modifications that you have made to your lesson 

plans? What were the reasons for those modifications? (#1)

3. Show me some examples of written lesson plans that would support your discussion.

(#1 and #2)

4. How do you ensure that your lessons are aligned with the curriculum? (#2)

5. Do you have a means for organizing your teaching materials? (#3)

 Possible artifacts to consider: lesson plans, curriculum guides, pacing guides, any type 

of storage facility within the classroom

Category: Instruction

(Note: The majority of the data collected for these dimensions would probably come from 

classroom observations. These questions might serve as supplemental to observations.)
© SERVE 2004 

104 Summative Interview Forms Teacher Growth and Assessment Process: Procedural Handbook

1. Talk a little about ways in which you tend to make the instructional presentation 

particularly relevant to students. What specific kinds of outside resources have you 

brought in this year to expand on the content of the curriculum? (#4)

2. What are some ways that you have supplemented your own knowledge of content this 

year? How have you incorporated your content knowledge into your teaching that may go 

into deeper levels than called for by your curriculum? How do you excite students about 

the content in your subject areas? (#5)

3. How do you ensure that all activities are developmentally appropriate for your students? 

Can you highlight some of the activities that you incorporated into your teaching this 

year? (#6)

4. What are the different ways that you have used technology in your teaching this year? 

What is a specific example of when you have developed a task for students to do that 

would enhance student expertise in using technology? (#7)

5. How do you evaluate the effectiveness of your instructional strategies? Can you provide 

specific examples of when you individualized instruction for students? (#8 and 9)

6. How do you tend to use questioning in your teaching? Can you provide specific examples 

(either written or verbal) in which you are challenging students to use higher-level thinking 

skills (i.e., synthesis or analysis). (#10)

Possible artifacts to ask for or consider: Lesson plans, student work samples

Category: Assessment

1. Talk about the different assessments you use on a regular basis in your teaching. How do 

you analyze these assessments and how do you use the results of the analysis? Can you 

show me some specific assessments you have developed for diagnostic purposes? How do 

you use standardized student achievement data to inform your teaching? (#11)

2. Can you show me some specific student work samples that demonstrate your use of 

assessment? Talk about the variety of assessments you use in your classroom. Which ones 

do you find the most effective? How do you decide which type of assessment to use? (#12)

3. How do you use verbal and written feedback to address specific student weaknesses in 

order to help that student improve? Can you show me a variety of samples of feedback 

you have actually provided to students this year? (#13)

 Possible artifacts: the completed “Assessment Summary Matrix;” student work samples; lesson 

plans, grade book

Category: Student Motivation and Management

1. How do you set expectations and procedures for students in your classroom? What are 

some specific interventions you have used this year to actually prevent potential disruptions 

in your class? How do you make sure that students know what you expect of them in terms 

of procedures and classroom rules? What processes do you have in place that would 

ensure a safe classroom environment? [If there have been incidences during the year in 

which the teacher has had difficulty maintaining classroom order, discuss at this point any 

ways in which the teacher has addressed these issues and made improvements.] (#14)
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Summative Interview Forms 105

2. Talk about your procedures for celebrating and recognizing student success in your 

classroom. What are some specific examples you can show of ways that you honor 

student achievement that is appropriate for your students? How do you encourage

students to achieve? (#15)

3. How do you determine your students’ individual interests in order to create relevant 

learning experiences in your classroom? How do you make sure that each child is 

challenged in your classroom? How do you assess individual student interest? What are 

some strategies you have used to encourage meaningful participation by all students? 

(#16)

4. What are some of the specific ways that you create a classroom climate conducive to 

learning? How do you promote sensitivity and respect for diversity within your students? 

(#17)

Possible artifacts: samples of letters to parents or students setting forth expectations and 

procedures; student interest inventories with evidence that these influenced lesson plans;

lesson plans; artifacts around the room; the room set-up

Category: Teacher Impact

1. Talk about the impact your teaching practices have had on student growth this year. What 

evidence do you have that your students made appropriate gains this year as a result of 

your teaching? What evidence do you have that students in your class have progressed 

toward meeting either individual or school goals this year? Talk about specific incidences 

in which student goals have been met in your class this year. [At this point, you may want 

to ask about specific students.] Talk about the strategies that you used to promote student 

growth. Which ones were successful? Why or why not? (#18)

2. Which school (or district) committees did you serve on this year? Do you have any 

evidence of your individual contributions to these committees? (#19)

Possible artifacts: student portfolios; student achievement data; committee membership 

documentation

Professional Growth and Contributions

1. What professional development activities have you undertaken this year? How have 

you incorporated these new skills/knowledge into your teaching? Have you shared your 

professional development activities with other teachers? If so, how? (#20)

2. Describe some of the interactions you have had with parents on a regular basis. Do 

you have a parent contact log or some other form of documentation of these contacts 

that you can provide? How do you invite parents to become involved in their child’s 

learning? What are some specific strategies that you have used this year to create positive 

relationships with parents this year? (#21)

3. Talk about your system for maintaining accurate records and for meeting deadlines? 

[If you are aware that this has been a problem area this year for this teacher, you may 

want to give an opportunity for the teacher to share how it has been addressed and/or 

corrected.] (#22)
© SERVE 2004 

106 Summative Interview Forms Teacher Growth and Assessment Process: Procedural Handbook

Possible artifacts: school records or logs of professional development activities; parent 

letters; written memos to parents; e-mail messages to peers or parents; parent contact logs; 

posted rules or procedures within the classroom; photographs of parents helping in the 

classroom; website developed by the teacher for home communication; schedules maintained 

for record keeping; files or other systems for maintaining records

Please note: The objective of the Interview is to all the teacher to present evidence of their 

current teaching practices to guide scoring by an evaluator. At the end of the interview, ask:

“Is there anything else about your teaching that you would like to share at this time?” 
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Required Forms for Documentation 107

Teacher: Evaluator: Date:

First-Year Teacher—Profile of Performance and Recommendation 

Mark the performance level demonstrated by the teacher over the course of the summative 

evaluation year for each performance dimension and category. These marks should correspond 

with those of the Summative Scoring Matrix. Refer to the Matrix for a complete description of 

each performance dimension.

Categories and Performance Dimensions Unsatisfactory Needs 

Improvement Proficient Accomplished

Planning

1. Long-range planning with sequencing

2. Alignment with NC SCS or curriculum

in place

3. Materials/equipment

Instruction

4. Context of the lesson

5. Content knowledge/presentation

6. Appropriateness of the lesson; pacing

7. Use of technology

8. Effectiveness of instructional strategies

9. Strategies for under-achieving students

10. Questioning techniques

Assessment

11. Analysis of student assessment results

12. Meaningful student work assignments

13. Quality of feedback to students

Student Motivation/Management

14. Expectations/procedures

15. Expectations for student success

16. Student interest and participation

17. Classroom climate

Teacher Impact

18. Student progress toward goals

19. Contribution to school climate

Professional Growth/Contributions

20. Alignment of professional development

21. Interaction with parents

22. Teacher’s records

 

Administrator Date

Teacher Date
© SERVE 2004 

108 Required Forms for Documentation Teacher Growth and Assessment Process: Procedural Handbook

Teacher: Evaluator: Date:

Second-Year Teacher—Profile of Performance and Recommendation 

Mark the performance level demonstrated by the teacher over the course of the summative 

evaluation year for each performance dimension and category. These marks should correspond 

with those of the Summative Scoring Matrix. Refer to the Matrix for a complete description of 

each performance dimension.

Categories and Performance Dimensions Unsatisfactory Needs 

Improvement Proficient Accomplished

Planning

1. Long-range planning with sequencing

2. Alignment with NC SCS or curriculum 

in place

3. Materials/equipment

Instruction

4. Context of the lesson

5. Content knowledge/presentation

6. Appropriateness of the lesson; pacing

7. Use of technology

8. Effectiveness of instructional strategies

9. Strategies for under-achieving students

10. Questioning techniques

Assessment

11. Analysis of student assessment results

12. Meaningful student work assignments

13. Quality of feedback to students

Student Motivation/Management

14. Expectations/procedures

15. Expectations for student success

16. Student interest and participation

17. Classroom climate

Teacher Impact

18. Student progress toward goals

19. Contribution to school climate

Professional Growth/Contributions

20. Alignment of professional development

21. Interaction with parents

22. Teacher’s records

 

Administrator Date

Teacher Date
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Required Forms for Documentation 109

Teacher: Evaluator: Date:

Profile of Performance for Third-Year and Continuing Teachers

Mark the performance level demonstrated by the teacher over the course of the summative evaluation year 

for each performance dimension and category. These marks should correspond with those of the Summative 

Scoring Matrix. Refer to the Matrix for a complete description of each performance dimension.

Categories and Performance Dimensions Unsatisfactory Needs 

Improvement Proficient Accomplished

Planning

1. Long-range planning with sequencing

2. Alignment with NC SCS or curriculum in place

3. Materials/equipment

Instruction

4. Context of the lesson

5. Content knowledge/presentation

6. Appropriateness of the lesson; pacing

7. Use of technology

8. Effectiveness of instructional strategies

9. Strategies for under-achieving students

10. Questioning techniques

Assessment

11. Analysis of student assessment results

12. Meaningful student work assignments

13. Quality of feedback to students

Student Motivation/Management

14. Expectations/procedures

15. Expectations for student success

16. Student interest and participation

17. Classroom climate

Teacher Impact

18. Student progress toward goals

19. Contribution to school climate

Professional Growth/Contributions

20. Alignment of professional development

21. Interaction with parents

22. Teacher’s records

Plan for Continuous Professional Growth

Formative Evaluation (self-directed) for: year(s).

Summative Evaluation (clinical supervision) for: year(s).

Action Plan (Specific strategies with dates and consequences; attach plan)

Administrator Date

Teacher Date
© SERVE 2004 

110 Required Forms for Documentation Teacher Growth and Assessment Process: Procedural Handbook

Individual Growth Plan

Teacher: Teaching Assignment:

School Year: School:

Years of Teaching Experience:

Quality Colleagues/Peer (Optional):

To Be Completed by Teacher Prior to Approval Conference with Principal

Description of Goals

(Max. 3 Total) Resources Sources of Feedback

Performance Dimensions

of Matrix

❏ Workshop(s)

(Attach a brief 

description)

❏ Courses taken

(Attach a 

description)

❏ Independent study

(Attach reading list)

❏ Observation of 

exemplary teaching

❏ Other:

❏ Portfolio

❏ Videotaping

❏ Parent Surveys

❏ Student Surveys

❏ Peer Observation

❏ Student Work 

Samples

❏ Student 

Achievement Data

❏ Journal

❏ Quality 

Colleague(s)

❏ Other:

List the Performance 

Dimension(s) most targeted by 

this goal (maximum of three 

dimensions per goal):

❏ Workshop(s)

(Attach a brief 

description)

❏ Courses taken

(Attach a 

description)

❏ Independent study

(Attach reading list)

❏ Observation of 

exemplary teaching

❏ Other:

❏ Portfolio

❏ Videotaping

❏ Parent Surveys

❏ Student Surveys

❏ Peer Observation

❏ Student Work 

Samples

❏ Student 

Achievement Gains

❏ Journal

❏ Quality 

Colleague(s)

❏ Other:

List the Performance 

Dimension(s) most targeted by 

this goal (maximum of three 

dimensions per goal):
© SERVE 2004 

Teacher Growth and Assessment Process: Procedural Handbook Required Forms for Documentation 111

To Be Completed by Teacher Prior to Approval Conference with Principal

Description of Goals

(Max. 3 Total) Resources Sources of Feedback

Performance Dimensions

of Matrix

❏ Workshop(s)

(Attach a brief 

description)

❏ Courses taken

(Attach a 

description)

❏ Independent study

(Attach reading list)

❏ Observation of 

exemplary teaching

❏ Other:

❏ Portfolio

❏ Videotaping

❏ Parent Surveys

❏ Student Surveys

❏ Peer Observation

❏ Student Work 

Samples

❏ Student 

Achievement Gains

❏ Journal

❏ Quality 

Colleague(s)

❏ Other:

List the Performance 

Dimension(s) most targeted by 

this goal (maximum of three 

dimensions per goal):

To Be Completed, Dated, and Signed by Principal (attach additional comments as needed)

Date of Approval Conference

Principal Signature

Teacher Signature

Date of Review Conference

Principal Signature

Teacher Signature

For next school 

year:

❏ Formative

❏ Summative

Teacher: Date:
© SERVE 2004 

About SERVE

The SERVE Center for Continuous Improvement at UNCG, under the leadership of 

Dr. Ludwig David van Broekhuizen, is an education organization with the mission 

to promote and support the continuous improvement of educational opportunities 

for all learners in the Southeast. The organization’s commitment to continuous 

improvement is manifest in an applied research-to-practice model that drives all 

of its work. Building on research, professional wisdom, and craft knowledge, 

SERVE staff members develop tools, processes, and interventions designed to assist 

practitioners and policymakers with their work. SERVE’s ultimate goal is to raise 

the level of student achievement in the region. Evaluation of the impact of these 

activities combined with input from stakeholders expands SERVE’s knowledge base 

and informs future research.

This rigorous and practical approach to research and development is supported 

by an experienced staff strategically located throughout the region. This staff is 

highly skilled in providing needs assessment services, conducting applied research 

in schools, and developing processes, products, and programs that support 

educational improvement and increase student achievement. In the last three years, 

in addition to its basic research and development work with over 170 southeastern 

schools, SERVE staff provided technical assistance and training to more than 

18,000 teachers and administrators across the region.

The SERVE Center is governed by a board of directors that includes the governors, 

chief state school officers, educators, legislators, and private sector leaders from 

Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina.

SERVE’s operational core is the Regional Educational Laboratory. Funded by 

the U.S. Department of Education’s Institute of Education Sciences, the Regional 

Educational Laboratory for the Southeast is one of ten Laboratories providing 

research-based information and services to all 50 states and territories. These 

Laboratories form a nationwide education knowledge network, building a bank 

of information and resources shared and disseminated nationally and regionally 

to improve student achievement. SERVE’s National Leadership Area, Expanded 

Learning Opportunities, focuses on improving student outcomes through the use of 

exemplary pre-K and extended-day programs.

Teacher Growth and Assessment (TGA) is a comprehensive teacher 

evaluation system that involves structures for both accountability and 

professional growth. This takes teacher evaluation to a new level 

by providing the opportunity to use teacher evaluation data to plan 

professional development, involve teachers in self-assessment, and 

structure activities around expectations of performance.

Why engage in teacher evaluation? An effective system 

of teacher evaluation properly implemented 

can be a principal’s most powerful tool in 

fulfilling the role of instructional leader. 

The intent of this system of teacher 

evaluation is to provide principals 

with a tool to increase their own 

instructional leadership skills 

while guiding teachers in 

improving their practice.