What Are These Seven Domains?

(1) social regard for learning

(2) learning environment
(3) diversity of learners
(4) curriculum
(5) planning, assessing, and reporting
(6) community linkages
(7) personal growth and development

Domain 1: Social Regard for Learning The domain of Social Regard for Learning focuses on the ideal
that teachers serve as positive and powerful role models of the values of the pursuit of learning and of
the effort to learn, and that the teachers actions, statements, and different types of social interactions
with students exemplify this ideal.

Strand 1.1: Acts as a positive role model for students Key Question for the Teacher: “Can my
students appreciate and model the value of learning through my interactions with them?”

Specific Questions for the Teacher:

1. “Can my students see and appreciate the value of pursuing learning by looking at my various
actions and statements in the classroom?”

2. “Can my students see and appreciate the value of exerting effort to learning by looking at my
various actions and statements in the classroom?”

3. “Do I demonstrate and exemplify the values of learning and efforts in the various actions and
statements I make in front of my students?”

Performance Indicator

1. Implements school policies and procedures

2. demonstrate punctuality

3. Maintains appropriate appearance

4. Is careful about the effect of one’s behavior on students

5. Shows respect for other persons and their ideas

Domain 2: Learning Environment The domain of Learning Environment focuses on the importance of
providing for a social and physical environment within which all students, regardless of their individual
differences in learning, can engage the different learning activities and work towards attaining high
standards of learning.

Strand 2.1: Creates an environment that promotes fairness Key Question for the Teacher: “Do I
create a social environment in my class where my students feel that they are treated fairly?”

Specific Questions for the Teacher:

1.“Do all my students feel respected in my class, regardless of their gender, ability, religion, socio-
economic background, ethnicity, and other physical and social characteristics?”

2. “Do I make all my students feel that their individual strengths and resources are recognized
and appreciated in class?”

3. “Do all my students feel like they have as good a chance to learn and to achieve in my class as
their other classmates?”

4. “Do I create a social climate and organization in the classroom where all my students can
effectively engage the learning activities, regardless of their diverse capacities and resources as
individual learners?

Performance indicator

1. Maintains a learning environment of courtesy and respect for different learners.

2. Provides gender-fair opportunities for learning

3. Recognizes that every learner has strengths

Strand 2.2: Makes the physical environment safe and conducive to learning Key Question for the
Teacher: “Do I create a physical environment in my class where my students feel that they are
safe and able to learn?”

Specific Questions for the Teacher:

1. “Is the physical environment in my classroom safe under the general conditions of our
school?”

2. “Is the physical environment in my classroom conducive to learning under the general
conditions of our school?”

3. “Are there ways of improving the physical environment in my classroom that are within my
means as a teacher?”
Performance Indicator

1. Arranges challenging activities given the physical environment

Strand 2.3: Communicates higher learning expectations to each learner Key Question for the
Teacher: “Do I create a classroom atmosphere that encourages students to attain high levels of
learning and achievement?”

Specific Questions for the Teacher:

1. “Do my students feel and understand that I want them all to attain high levels of learning?”

2.“Do I encourage the students in my class to pursue their own learning goals and aspirations?”

3. “Do I provide diverse opportunities for the different students in my class to nurture their
desire and aspirations for high levels of learning?”

Performance Indicator:

1. Uses individual and cooperative learning activities to improve capacities of learners for higher
learning

2. Encourages learners to ask questions

3. Provides learners with a variety of learning experiences

4. Provides varied enrichment activities to nurture the desire for further learning

5. Communicates and maintains high standards of learning performance

Strand 2.4: Establishes and maintains consistent standards of learners’ behavior Key Question for
the Teacher: “Do I create a consistent and orderly social climate and organization in the
classroom for my students?”

Specific Questions for the Teacher:

1.“Do I respond to learning and behavior problems quickly, appropriately, respectfully, and
consistently?”

2. “Do I provide all my students with timely, appropriate, and consistent feedback on their
learning behaviors?”

3. “Do I clearly communicate and consistently observe school and classroom policies on
appropriate classroom behaviors?”

Performance Indicators

1. Handles behavior problems quickly and with due respect to children’s rights

2. Gives timely feedback to reinforce appropriate learner’s behavior

3. Guides individual learners requiring development of appropriate social and learning behavior

4. Communicates and enforces school policies and procedures for appropriate learner behavior
 5. Encourages free expression of ideas from the students

6. Creates stress-free environment

7. Arranges challenging activities given the physical environment

Domain 3:Diversity of Learners The domain of Diversity of Learners emphasizes the ideal that teachers
can facilitate the learning process in diverse types of learners, by first recognizing and respecting
individual differences, then using knowledge about students’ differences to design diverse sets of
learning activities to ensure that all students can attain appropriate learning goals.

Strand 3.1: Is familiar with learners’ background knowledge and experiences Key Question for
the Teacher: “Can I help my students learn whatever their capabilities, learning styles, cultural
heritage, socio-economic backgrounds, and other differences are?”

Specific Questions for the Teacher:

1. “Can my students see that I recognize, accept, and respect the differences in their
backgrounds and capabilities?”

2. “Am I familiar with the different backgrounds, experiences, and capacities of my students?”

3. “Do I consider the differences in backgrounds, experiences, and capacities of my students in

designing different learning activities for them?”

4. “Do I set diverse, appropriate, and challenging learning goals for different students, in
consideration of their differences in backgrounds and capabilities?”

Performance indicators:

1. Obtains information on the learning styles, multiple intelligences and needs of learners.

2. Designs or selects learning experiences suited to different kinds of learners.

3. Establishes goals that define appropriate expectations for all learners

4. Paces lessons appropriate to needs and/or difficulties of learners

5. Initiates other learning approaches for learners whose needs have not been met by usual
approaches.

Strand 3.2: Demonstrates concern for holistic development of learners Key Question for the
Teacher: “Do my students feel that I am trying to help them learn, whatever their capabilities,
learning styles, cultural heritage, socio-economic backgrounds, and other differences are?”
Specific Questions for the Teacher:

1. “Do I set clear, challenging, but achievable learning goals for all students in my class,
regardless of their individual differences?”

2. “Do I create diverse types of learning activities that would help all my students develop in all
aspects of the curriculum?”

3. “Am I sensitive to how individual students respond differently to the different learning
activities in my class?”

Performance Indicator:

1. Recognizes multi-cultural background of learners when providing learning opportunities

2. Adopts strategies to address needs o different-abled students

3. Makes appropriate adjustments for learners of different socio-economic background