Demonstrating Knowledge of Resources Clause Samples

Demonstrating Knowledge of Resources. Please list resources to be used to teach this lesson:

Demonstrating Knowledge of Resources. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher is unaware of school or district resources for classroom use, for the expansion of his or her own knowledge, or for students. Teacher displays basic awareness of school or district resources available for classroom use, for the expansion of his or her own knowledge, and for students, but no knowledge of resources available more broadly. Teacher displays awareness of resources— not only through the school and district but also through sources external to the school and on the Internet—available for classroom use, for the expansion of his or her own knowledge, and for students. Teacher displays extensive knowledge of resources— not only through the school and district but also in the community, through professional organizations and universities, and on the Internet—for classroom use, for the expansion of his or her own knowledge, and for students. Critical Attributes The teacher uses only district-provided materials, even when more variety would assist some students. The teacher does not seek out resources available to expand his or her own skill. Although aware of some student needs, the teacher does not inquire about possible resources. The teacher uses materials in the school library but does not search beyond the school for resources. The teacher participates in content-area workshops offered by the school but does not pursue other professional development. The teacher locates materials and resources for students that are available through the school but does not pursue any other avenues. Texts are at varied levels. Texts are supplemented by guest speakers and field experiences. Teacher facilitates Internet resources. Resources are multidisciplinary. Teacher expands knowledge with professional learning groups and organizations. Teacher pursues options offered by universities. Teacher provides lists of resources outside the class for students to draw on. In addition to the characteristics of “proficient:” Texts are matched to student skill level. The teacher has ongoing relationship with colleges and universities that support student learning. The teacher maintains log of resources for student reference. The teacher pursues apprenticeships to increase discipline knowledge. The teacher facilitates student contact with resources outside the classroom.

Demonstrating Knowledge of Resources. Resources for Classroom Use • Resources to Extend Content Knowledge and Pedagogy • Resources for Students Student learning is enhanced by a teacher’s skillful use of resources; some of these are provided by the school as “official” materials; others are secured by teachers through their own initiative. Resources fall into several different categories: those used in the classroom by students, those available beyond the classroom walls to enhance student learning, those for teachers to further their own professional knowledge and skill, and those that can provide noninstructional assistance to students. Teachers recognize the importance of discretion in the selection of resources, choosing those that align directly with the learning outcomes and that will be of most use to the students. Accomplished teachers also ensure that the selection of materials and resources is appropriately challenging for every student; texts, for example, are available at various reading levels to guarantee all students access to the content and successfully demonstrate understanding of the learning outcomes. Furthermore, expert teachers look beyond the school for resources to bring their subjects to life and to assist students who need help in both their academic and nonacademic lives. • Teacher is unaware of school or district resources for classroom use, for the expansion of his or her own knowledge, or for students. • Teacher displays basic awareness of school or district resources available for classroom use, for the expansion of his or her own knowledge, and for students, but no knowledge of resources available more broadly. • Teacher displays awareness of resources – not only through the school and district but also through sources external to the school and on the Internet – available for classroom use, for the expansion of his or her own knowledge, and for students. • Teacher displays extensive knowledge of resources – not only through the school and district but also in the community, through professional organizations and universities, and on the Internet—for classroom use, for the expansion of is or her own knowledge, and for students. Critical Attributes • The teacher uses only district- provided materials, even when more variety would assist some students. • The teacher does not seek out resources available to expand his or her own skill. • Although aware of some student needs, the teacher does not inquire about possible resources. • The teacher uses materials in the ...

Demonstrating Knowledge of Resources. Unsatisfactory Basic Proficient Distinguished Teacher is unaware of school or district resources for classroom use, for the expansion of his or her own knowledge, or for students. Teacher displays basic awareness of school or district resources available for classroom use, for the expansion of his or her own knowledge, and for students, but no knowledge of resources available more broadly. Teacher displays awareness of resources— not only through the school and district but also through sources external to the school and on the Internet— available for classroom use, for the expansion of his or her own knowledge, and for students. Teacher displays extensive knowledge of resources— not only through the school and district but also in the community, through professional organizations and universities, and on the Internet— for classroom use, for the expansion of his or her own knowledge, and for students. Unsatisfactory Basic Proficient Distinguished The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The activities are not designed to engage students in active intellectual activity and have unrealistic time allocations. Instructional groups do not support the instructional outcomes and off er no variety. Some of the learning activities and materials are suitable to the instructional outcomes and represent a moderate cognitive challenge but with no diff erentiation for diff erent students. Instructional groups partially support the instructional outcomes, with an eff ort by the teacher at providing some variety. The lesson or unit has a recognizable structure; the progression of activities is uneven, with most time allocations reason- able. Teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some diff erentiation for diff erent groups of students. The lesson or unit has a clear structure, with appropriate and varied use of instructional groups. Plans represent the coordination of in-depth content knowledge, understanding of diff erent students’ needs, and available resources (including technology), resulting in a series of learning activities designed to engage students in high- level cognitive activity. Learning activities are diff erentiated appropr...