Effective Teaching Domains
Domain A: Preparation of Teaching
The criteria in this domain relate to both the discipline taught by the lecturer and the principles and teaching skills needed to organize the teaching process, ensuring all students engage with learning within the specific context. This domain is especially relevant for teachers of the national curriculum framework, focusing on learning objectives and content defined by this framework. This includes the knowledge, skills, competencies, attitudes, and values that students need to function in society.
In this regard, teachers should possess a thorough knowledge and understanding of the disciplines they teach, along with the pedagogical tools to facilitate effective mediation between content, students, and the learning context.
Domain B: Creating a Conducive Learning Environment
This domain refers to the learning environment in its broadest sense, encompassing the environment and climate generated by the teacher, where teaching and learning processes take place. The quality of student learning depends largely on the social, emotional, and learning materials available.
Teacher expectations regarding learning opportunities and the development of all pupils are of particular importance, as is their tendency to highlight and build on strengths rather than weaknesses. This involves considering and valuing students’ unique characteristics, interests, particular concerns, and their intellectual and human potential.
The nature of interactions in the classroom, both between teachers and students and among students themselves, is crucial. Learning is enhanced when it occurs in a climate of trust, acceptance, fairness, and respect, and when constructive rules of conduct are established and maintained.
Domain C: Teaching for Learning for All Students
This domain encompasses all aspects involved in the learning process that enable the effective engagement of pupils with their learning. Its importance lies in its focus on the school’s primary mission: to generate opportunities for learning and development for all students.
Teacher skills in organizing interesting and productive situations that use learning time effectively and encourage inquiry, interaction, and socialization of learning are especially relevant. These situations should consider the knowledge and interests of students and provide adequate resources and appropriate support.
Active participation in class activities requires teachers to be personally involved and to explain and share learning objectives and procedures with students.
This domain also highlights the need for ongoing teacher monitoring of learning to improve their own practices, adjusting to the needs identified in their students.
Domain D: Professional Responsibility
The elements that comprise this domain are associated with a teacher’s professional responsibilities, with the main purpose and commitment being to help all students learn. Teachers should consciously and systematically reflect on their practice and its reformulation, contributing to ensuring quality education for all students.
Professional responsibility also implies awareness of teachers’ own learning needs and their commitment and participation in the educational setting and national education policy.
This domain refers to those dimensions of teachers’ work beyond the classroom, involving their relationship with their profession, peers, the establishment, community, and education system.
Relevant Decrees
- Decree No. 1300/02: Approves plans and curricula for students with spoken language disorders.
- Supreme Decree No. 01/98 and Supreme Decree No. 374/99: Regulations Chapter II of Law No. 19.284/94 Social Integration of people with disabilities, access to education.
- Exempt Supreme Decree No. 291/99: Regulates the operation of separate groups in educational establishments in the country.