The SRFL domain focuses on the ideal that

teachers are positive and powerful role

models for students to pursue different
efforts to learn. The teacher’s action,
statements, and different types of social
interactions with students exemplify this
ideal.
This domain concentrates on the
importance of providing a social,
psychological, and physical environment
where students can engage in the different
learning activities and work toward
attaining high standards of learning,
regardless of their individual differences in
learning.
The DOL domain emphasizes that teachers
can facilitate the learning process, even with
diverse learners, by recognizing and
respecting the student’s individual
differences and by using knowledge about
their differences to design assorted sets of
learning activities to ensure that all learners
can achieve the desired learning goals.
The curriculum domain refers to all elements of
the teaching-learning process that work
together to help students understand the
curricular goals and objectives, and to attain
high standards of learning defined in the
curriculum. These elements include the
teacher’s knowledge of subject matter and the
learning process, teaching-learning approaches
and activities, instructional materials, and
resources.
This domain refers to the alignment of
assessment and planning activities. In
particular, PAR addresses the (1) use of
assessment data to plan and revise teaching-
learning plans; (2) integration of assessment
procedures in the plan and implementation of
teaching-learning activities, instructional
materials, and learning resources.
The CL domain states that classroom activities
are meaningfully linked to the experiences and
aspirations of the learners in their homes and
communities. This domain focuses on teacher’s
efforts directed at strengthening the links
between schools and communities to help in
the attainment of the curricular goals.
The PGPD domain asserts the ideal that
teachers give importance to having a high
personal regard for the teaching profession,
concern for professional development, and
continuous improvement as teachers
 Retirement CHED/TEI’s

Entry to Education
CHED-TEI/DepEd
Schools
DepEd/CHED/TEI Pre-service Teacher
Education
In-service Education and
Professional Development BEEd/BSED/PGCEd

Professional Regulation
DepEd
Commission
Teacher Induction
Teacher Licensure

Deped and CSC

Teacher Human Resource
Planning, Recruitment,
Selection, Deployment and
Recognition System

Teacher Education and Development Map. The academic requirement for an education
degree is four years, and aspiring teachers need to undergo practice teaching as part of their
training. After graduation, the teacher must pass the Licensure Examination for Teacher
(LET). This paradigm explains the career path of a teacher as a guide from preservice to in-
service training.