Knowledge of Resources. Component 1d Resources/Materials What texts, digital resources, & materials will be used in this lesson and to extend learning beyond the lesson? Specify where they were accessed.
Knowledge of Resources. (For example: How is the lesson enhanced by resources available in the school, district, community, professional organizations, or internet?)
Knowledge of Resources. Understands the district's available resources and attempts to acquire knowledge.
Knowledge of Resources. Criterion 4: Providing clear and intentional focus on subject matter content and curriculum. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher is unaware of school or district resources for class- room use, for the expansion of his or her own knowledge, or for students. Teacher displays basic aware- ness of school or district re- sources available for class- room use, for the expansion of his or her own knowledge, and for students, but no knowledge of resources avail- able 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 Inter- net—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 com- munity, through professional organizations and universities, and on the Internet—for class- room use, for the expansion of his or her own knowledge, and for students. 1e: Designing Coherent Instruction Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 The series of learning experi- ences is poorly aligned with the instructional outcomes and does not represent a co- herent structure. The activities are not de- signed to engage students in active intellectual activity and have unrealistic time allo- cations. Instructional groups do not support the instruc- tional 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 instruc- tional outcomes, with an eff ort by the teacher at provid- ing some variety. The lesson or unit has a recog- nizable structure; the progres- sion of activities is uneven, with most time allocations reason- able. Teacher coordinates knowledge of content, of stu- dents, and of resources, to de- sign a series of learning expe- riences aligned to instruc- tional outcomes and suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cog- nitive 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 instruc- tional groups. Plans represent the coordina- tion of in-depth content knowledge, understanding of diff erent studen...
