Domain 1: Planning and

Preparation
1d: Demonstrating Knowledge of Resources

The Framework for Teaching

Charlotte Danielson
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 Objectives
1d: Demonstrating Knowledge of
Resources
 Understand the elements of 1d
 Distinguish the difference in Levels of

Performance
 Review examples of 1d behavior
 Identify my level of performance on 1d
 Incorporate strategies to improve my

level of performance in 1d

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 Why Is “Demonstrating Knowledge of
Resources” an Important Component of
Effective Teaching?
 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.
 Student learning is enhanced by a teacher's
skillful use of resources.

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 Why Is “Demonstrating Knowledge of
Resources” an Important Component of
Effective Teaching?
 Resources fall into several different categories:
 those used in the classroom by students
 those available beyond the classroom walls to
enhance student learning
 resources for teachers to further their own
professional knowledge and skill
 resources that can provide non-instructional
assistance to students.

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 Why Is “Demonstrating Knowledge of
Resources” an Important Component of
Effective Teaching?
 Teachers recognize the importance of discretion in the
selection of resources, selecting those that align directly with
the learning outcomes and 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 at various reading levels ensure all students can
gain full access to content for successful understanding of
learning outcomes.
 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.

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 The Elements
1. Resources for classroom use
Materials must align with learning outcomes.

2.  Resources to extend content knowledge

and pedagogy
     Materials that further teachers' professional
knowledge must be available.

3.  Resources for students

Materials must be appropriately challenging.

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Performance Grounded in Evidence
 Materials provided by the district
 Materials provided by professional
organizations
 A range of texts
 Internet resources
 Ongoing participation by the teacher in
professional education courses or professional
groups
 Guest speakers

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Relevant because…
 The teacher keeps careful records of students' progress in
understanding fractions.
Not Relevant-4b Maintaining Accurate Records

 At a school fair, the teacher presents a portfolio of his students'

work.
Not Relevant -3d Using Assessment in Instruction

 The teacher researches and identifies Internet sites appropriate

for students to conduct research for their term papers. During
class, the teacher gives them access to these sites.
Relevant – describes resources for student learning

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 Performance Levels
 You will read four classroom observation
descriptions.

 Arrange four descriptions in order and indicate

the order by writing on a post-it the performance
level you would assign it and why (ex. A-1
because it says no preparation).

 After all four, compare with your table and

discuss specific reasons why you rated it as you
did.

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 What Is the Level?
A. The teacher displays some awareness of
resources beyond those provided by the
school or district for classroom use and for
extending one's professional skill but does
not seek to expand this knowledge.

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 What Is the Level?
B. The teacher is unaware of resources to
assist student learning beyond materials
provided by the school or district, nor is
the teacher aware of resources for
expanding one's own professional skill.

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 What Is the Level?
C. The teacher's knowledge of resources for
classroom use and for extending one's
professional skill is extensive, including
those available through the school or
district, in the community, through
professional organizations and
universities, and on the Internet.

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What Is the Level?
D. The teacher displays awareness of
resources beyond those provided by the
school or district, including those on the
Internet, for classroom use and for
extending one's professional skill, and
seeks out such resources.

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Level of Performance Answers
 A. Level 2 (Basic)
 B. Level 1 (Unsatisfactory)
 C. Level 4 (Distinguished)
 D. Level 3 (Proficient)

Any surprises?

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 Level 3 Proficient
Critical Attributes
 Texts are at varied levels. 
 Texts are supplemented by guest speakers and field

experiences. 
 The teacher facilitates the use of Internet resources. 
 Resources are multidisciplinary.
 The teacher expands her knowledge through

professional learning groups and organizations.

 The teacher pursues options offered by universities.
 The teacher provides lists of resources outside the

classroom for students to draw on.

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 Level 2 Basic
Critical Attributes
 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.    

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 Level 1 Unsatisfactory
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 her own skill. 

 Although the teacher is aware of some

student needs, he does not inquire about

possible resources. 

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 Level 4 Distinguished
Critical Attributes
In addition to the characteristics of a level of
performance 3,
 Texts are matched to student skill level.
 The teacher has ongoing relationships with colleges and

universities that support student learning.

 The teacher maintains a log of resources for student

reference.
 The teacher pursues apprenticeships to increase

discipline knowledge.
 The teacher facilitates student contact with resources

outside the classroom.          

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 Level 4: Distinguished
Evidence Examples Check
 The teacher is not happy with the out-of-date textbook;
his students will critique it and write their own material
for social studies.  
 The teacher spends the summer at Dow Chemical

learning more about current research so that she can

expand her knowledge base for teaching chemistry. 
 The teacher matches students in her Family and

Consumer Science class with local businesses; the

students spend time shadowing employees to understand
how their classroom skills might be used on the job. 

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 Level 3: Proficient
Evidence Examples Check
 The teacher provides her fifth graders a range of
nonfiction texts about the American Revolution so
that regardless of their reading level, all students can
participate in the discussion of important concepts.
 The teacher takes an online course on literature to

expand her knowledge of great American writers.

 The ELA lesson includes a wide range of narrative and

informational reading materials.

 The teacher distributes a list of summer reading

materials that will help prepare his eighth graders'

transition to high school.
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 Level 2: Basic
Evidence Examples Check
 For a unit on ocean life, the teacher really needs more
books, but the school library has only three for him to
borrow. He does not seek out others from the public library.
 The teacher knows she should learn more about literacy

development, but the school offered only one professional

development day last year.
 The teacher thinks his students would benefit from hearing

about health safety from a professional; he contacts the

school nurse to visit his classroom.
 In the second-grade math class, the teacher misuses base 10

blocks in showing students how to represent numbers.

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 Level 1: Unsatisfactory
Evidence Examples Check
 For their unit on China, the students find all of their
information in the district-supplied textbook.
 The teacher is not sure how to teach fractions but

doesn't know how he's expected to learn it by

himself.
 A student says, "It's too bad we can't go to the

nature center when we're doing our unit on the

environment."
 In the literacy classroom, the teacher has provided

only narrative works.

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 Lesson and Unit Plans
 Do your unit plans and lesson plans identify
materials and resources? Are there multiple
types of materials and resources listed? Do
you identify where these materials come
from?
 Do you offer a wide variety of materials in
your classroom that target students'
particular learning needs?

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 Lesson and Unit Plans
 Do you keep records of guest speakers in the
classroom and/or field trips taken by the students?

 Do you integrate lessons and units that you find

beyond the textbook and align them to the
learning needs of students?

 Doyou keep notes from workshops and other

professional learning offered outside of the school?

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 Questions to Consider
While Planning
 How do you find resources to use in the
classroom?
 What types of resources do you use?

 Why do you select these resources?

 How do you go beyond the textbook to

enrich the learning experience for your
students?

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 Questions to Consider
While Planning
 How do you know if these resources are
appropriately aligned to the learning
outcomes?

 How do you help students get access to the

resources available in the school, the
community, and the district?

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 Questions to Consider
While Planning

 Have you had any guest speakers visit the

classroom? Why?
 Have you taken the students on any field
trips? Why?

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 Questions to Consider
While Planning
 What workshops and professional learning
experiences have you engaged in recently?
Where were these held? Why did you choose
them?

 What blogs, websites, books, and/or articles do

you use to enhance your professional learning?

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 Pre-Observation Questions
 How did you come up with this lesson? What
resources did you use?
 What resources and/or materials will students
use during the lesson? Why?
 How do you know these resources and
materials are appropriate for this lesson?
 If students need additional materials or
resources, where will they get them?

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 Observation Possibilities
 The degree to which your students are using a variety of
materials in the lesson

 Evidence that these materials will help students better

achieve the learning objectives

 Whether additional materials and resources are on display

and available to students

 Whether you have provided students with lists of

resources in the community or online that can help them
achieve their learning goals.

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 Discussion
 After reviewing the Performance Levels for
Domain 1d: Demonstrating Knowledge of
Resources, explain some resources that you
use to enhance your lessons.

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