What is it? Component D of Domain 1 addresses the importance of teachers demonstrating a knowledge of classroom resources. This component discusses the idea that these materials should come partly from the school and the other half should be resources that are sought out by the teacher. There are many different types of resources and this component breaks them down into four categories. The first category includes resources that are used in the classroom by students, next are the ones that go beyond the walls of the classroom to provide enhancement of student knowledge. The third category is for the resources that further the teacher's professional knowledge, and the last category is reserved for materials that provide non-instructional assistance to students.
Why do we need it? We need component D because when resources are used skillfully they can benefit and enhance the learning process for students. Often times in classrooms students struggle because they do not have the necessary materials to complete a task. Having a deep understanding of resources and where they are located is as important to the student as it is to the teacher. Educators take on a lot of responsibility when it comes to teaching developing minds and resources can be very helpful. Resources can help teachers who are seeking alternative suggestions, whether it be regarding a different approach to explaining a lesson or advice on how to help a troubled student. Knowing the resources available to us as educators is very important because resources from books, technology, other people, etc. all help to expand the learning potential and possibilities in the classroom.
What are the elements? This component has three elements. The first element focuses on resources for classroom use. This means that educators need to make sure that the materials they are using align with the learning outcomes. The second element is all about resources that extend content knowledge and pedagogy. All that this means is that their are plenty of materials out there that help to further teachers professional knowledge. This element stresses that teachers should know what these materials are and should use them frequently because that benefits the whole classroom. The last element targets resources for students. Teachers need to be sure that the materials they are using in the classroom are appropriately challenging. Attention to the challenge level of textbooks is a good example of this. A teacher who is truly implementing component 1D would make sure that all the textbooks for the class are available at different reading levels so that no student is left behind in the growth of knowledge.
What does implementation look like? All educators should be continually showing initiative in their work. In order to implement this component into a classroom a teacher can identify the materials needed regarding each individual lesson. While doing this it would also be important to consider the rationale behind each resource and whether it would truly add to the lesson. Educators can create posters on Canva that list the resources available and where they are located for each lesson and then they can hang them in the classroom for students to refer to. Teachers should use a wide variety of resources to fit individual student's needs, for example a chart provided in a textbook might not work as well for one student as it does for another in explaining a concept. Expert educators should find and use resources other than textbooks in order to support the growth of every student. This includes incorporating resources from technology when applicable. Teachers should use resources from within their community to help with a lesson such as bringing in guest speakers. If the community does not offer a specific resource then the teacher should explore the options for a video conference with a guest speaker from a different area. The students benefit the same in both scenarios. In the same respect as guest speakers, on site field trips as well as virtual field trips can be great resources. In the picture below a teacher had invited a ranger from the national park service to talk to students about their current unit in wildlife. This is a great example of an educator who is willing to search out resources that benefit the classroom.
Sources: Danielson Group » The Framework. (2017). Danielsongroup.org. Retrieved 21 September 2017, from http://www.danielsongroup.org/framework/