Name: Francis Joshua Derama
Course: BSED-3
Directions: Answer the following questions.
1. Do you have the desire to become a teacher leader someday? What should you do
in your preservice education in order to realize that dream?
Yes, I do have the desire to become a teacher leader someday. It’s not just about
having a higher position or a title, but it’s about being someone who can inspire others,
create a positive change, and help our fellow teachers and students grow. I want to be
the kind of teacher who leads not just with knowledge, but with heart. To prepare for
that dream during my preservice education, I know I need to start now, by being
intentional with how I learn and grow. I am trying to be always present in my classes,
not just to comply requirements, but to really understand what makes teaching
effective and meaningful.
2. As you are engaged in preservice education, who is your model for teacherleadership? How can you emulate him/her?
I chose Sir Quinal as my model for teacher leadership because he genuinely leads
with both competence and compassion. He doesn’t just teach well, but he inspire,
support, and uplift everyone around him. What really stands out to me is how he treats
his students with respect and patience, while also being confident and knowledgeable
in his teaching. Another reason I look up to Sir Quinal is his willingness to grow and
learn. Even though he’s already experienced, he still seeks feedback, like asking us
thought-provoking questions during our reporting to enhance critical thinking skills,
and he also motivates us to read when we are having our leisure time. That shows
how a great teacher he is, knowing what is good to his students.
3. Any suggestion on the teacher education curriculum to make it more responsive to
teacher leadership?
In my own opinion, the teacher education curriculum should create more
opportunities for student teachers to lead in small ways, like organizing mini-projects
or facilitating group discussions, because sometimes we don’t realize our leadership
potential until we are given the chance to try being a leader.
4. Did your experiences in your field study courses and Practice Teaching prepare you
to become a teacher leader someday? Why or why not?
Yes, my experience in Practice Teaching really helped prepare me to become a
teacher leader someday. Being in an actual classroom, handling real students, and
working alongside experienced teachers gave me a clearer picture of what it takes to
lead, not just teach. During Practice Teaching, I had to step up: plan lessons, manage
time, adjust when things didn’t go as planned, and even support my classmates when
they were struggling. I grew, but not just in skills, but in confidence. I became more
reflective, more patient, and more aware of how my actions affect students. I saw how
even a student teacher can influence students and make a difference.
5. Did you meet a model teacher leader as you went through your studies as a future
teacher? If yes, describe his/her ways.
Yes, and she is teacher Ligutom. What I love about teacher Ligutom was how she
led by example. She was always prepared, professional, and passionate about teaching.
You could tell she loved what she did, and that energy rubbed off on us. She didn’t
need to raise her voice or demand respect—she earned it through her consistency,
fairness, and the way she listened to both students and fellow teachers. She was also
the kind of leader who empowered others. In our class, she didn’t just give
instructions—she encouraged us to think, ask questions, and explore ideas. She
believed in our potential, even when we doubted ourselves. That kind of trust made a
huge impact on me.
6. Why is teacher status important in understanding the teaching profession and
investment in teacher education?
Teacher status is important because it affects how society views teachers, and
more importantly, how teachers see themselves. As a student preparing to become a
teacher, I’ve come to realize that when teachers are respected and valued, it creates a
huge difference, not just in how they are treated, but in how they teach, lead, and
grow in their profession.
7. As a student what do you think is the most effective avenue for professional
development?
As a student, I think the most effective avenue for professional development is
hands-on experience combined with real mentorship. I believe that being guided by
experienced teachers, receiving feedback, and learning from real situations will help
me understand what works and what doesn’t. I also believe that sharing experiences
with fellow student teachers is incredibly valuable for us to learn from each other, by
listening, collaborating, and even failing together. It makes the journey feel more real
and less lonely.
8. What does it take to become an expert teacher?
For me, expert teachers are those teachers who have a deep knowledge of their
subject, and having the ability to connect with his/her students. They know how to
explain things in ways that make sense, and they’re always looking for better ways to
reach every learner, no matter how different/challenging. So to become an expert
teacher, it takes time, dedication, and heart. It means being willing to learn every
single day, to care deeply about your students, and to believe that you can truly make
a difference. And as a future teacher, that’s the kind of path that I hope to follow.
9. Do you agree with this statement; "Motivation generates reward for recognizing the
contribution of individual teacher. The presence or absence of recognition, reward and
trust is a more powerful factor in the professional lives of teachers"? Explain your
answer.
Yes, I agree with that statement. As a student preparing to become a teacher,
motivation really comes from feeling valued and trusted. When teachers’ hard work
and contributions are recognized (not just with money or awards), but with genuine
appreciation and trust, it gives them energy and confidence to keep doing their best.
10. Why is it necessary to upgrade the skills and competencies of teachers?
Upgrading the skills and competencies of teachers is really necessary because the
world and students keep changing—and teachers need to keep up to make sure they’re
giving their best. As a student thinking about becoming a teacher, I realize that what
worked a few years ago might not work today, especially with new technology,
different learning styles, and the challenges students face.
11. What will our education system be like without teacher leaders?
Without teacher leaders, I think our education system would feel kind of lost and
less inspiring. Teacher leaders are the ones who step up, not just to teach, but to guide,
support, and motivate others. They help create a positive environment where both
students and teachers can grow. Without them, schools might lack direction and
teamwork where students might miss out on the best learning experiences.
12. Differentiate being a leader and a boss in the context of functions of school head.
A boss is someone who mainly gives orders and expects people to follow them.
They focus on control and authority, and sometimes don’t listen much to others’ ideas
or feelings. On the other hand, a leader is someone who inspires and supports others.
A school head who is a leader listens to teachers, students, and staff, and works with
them to solve problems. They encourage everyone to do their best and help create a
positive and respectful environment. So, while a boss might say, “Do this because I
said so,” a leader says, “Let’s figure this out together.”
13. How does a school head create a healthy school culture?
A school head creates a healthy school culture by being someone who cares,
listens, and leads by example. From what I’ve seen and learned, it’s not just about
making rules or managing schedules—it’s about building a community where
everyone feels respected, supported, and motivated to do their best. A great school
head encourages open communication, so teachers, students, and staff feel safe to
share their ideas and concerns without fear. They celebrate successes, no matter how
small, and help everyone learn from challenges without blame.
15. Teachers who choose the path of teacher leadership...become owners and
investors in their schools, rather than mere tenants". . What is your take on this?
As a college student preparing to become a teacher, I think it means that teachers
who step into leadership roles don’t just do their job, they take real responsibility and
care for their schools. They become deeply involved, like owners who want to see
their school succeed and grow, not just people who come and go. Being an “owner
and investor” means they put their heart, time, and energy into improving the school
for everyone, not just for themselves, but for students, colleagues, and the community.