Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
Schools Division of
SCHOOL
Address of the School

PORTFOLIO
RPMS S.Y.2023-2024

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM

LOVELYN O. PEREZ
TEACHER III

TERESITA I. BERING
MASTER TEACHER
I

MARY GRACE O. BAGUIO

PRINCIPAL I
 1

CONTENT,
KNOWLEDGE
AND
PEDAGOGY
Applied knowledge of content within
and across curriculum teaching
areas (PPST 1.1.2)

Classroom Observation Tool (COT)

rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face / in-person
classroom observation.

If onsite / face-to-face / in-person

classes are not implemented,
• through observation of
synchronous/asynchronous teaching
in other modalities; or
• through observation of a
demonstration teaching* via LAC
session.
INSERT YOUR COT RATING
SHEETS HERE
In this reflection, I delve into my experience as an
educator who actively applies knowledge across various
curriculum teaching areas. With a passion for fostering a
comprehensive and interconnected learning
environment, I've embraced a teaching approach that
transcends traditional subject boundaries.

Navigating the intricate web of diverse curriculum areas,

I strategically integrate content to create a rich tapestry
of learning for my students. This annotation sheds light
on how I've applied my expertise to seamlessly weave
together concepts from different subjects, fostering a
holistic understanding that extends beyond the confines
of individual disciplines.

Through real-world examples and student success

stories, I showcase the tangible impact of my integrative
pedagogy. By embracing a first-person perspective, I
share the challenges and triumphs of navigating the
intersection of curriculum areas, emphasizing the
importance of adaptability, creativity, and a deep
understanding of content.

This annotation serves as a personal narrative, offering

insights into my journey as an educator committed to
breaking down silos between subjects. It encourages
fellow teachers to explore the potential of integrative
teaching, inspiring them to embark on their
Used a range of teaching strategies
that enhance learner achievement
in literacy and numeracy skills.
(PPST 1.4.2)

Classroom Observation Tool (COT)

rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face / in-person
classroom observation.

If onsite / face-to-face / in-person

classes are not implemented,
• through observation of
synchronous/asynchronous teaching
in other modalities; or
• through observation of a
demonstration teaching* via LAC
session.
INSERT YOUR COT RATING
SHEETS HERE
In this narrative, I reflect on my role as an educator
committed to optimizing student achievement in literacy
and numeracy skills through a diverse range of teaching
strategies. With a keen focus on tailoring my approach
to meet individual learning needs, I've embarked on a
journey to create a dynamic and inclusive learning
environment.

From innovative instructional techniques to personalized

interventions, this annotation provides a firsthand
account of how I've employed a spectrum of teaching
strategies. By incorporating varied approaches, I aim to
not only address diverse learning styles but also
cultivate a deeper understanding and appreciation for
both literacy and numeracy.

Through anecdotes and student success stories, I share

the impact of these strategies on learner achievement.
The annotation highlights the significance of flexibility
and adaptability in the teaching process, showcasing the
various methods I've explored to enhance literacy and
numeracy skills, ultimately fostering a more
comprehensive and enduring educational experience.

By embracing a first-person perspective, this annotation

aims to inspire fellow educators to explore and
experiment with a range of teaching strategies. It
underscores the transformative power of a personalized,
multifaceted approach in cultivating essential skills,
Used a range of teaching strategies
that enhance learner achievement
in literacy and numeracy skills.
(PPST 1.4.2)

Classroom Observation Tool (COT)

rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face / in-person
classroom observation.

If onsite / face-to-face / in-person

classes are not implemented,
• through observation of
synchronous/asynchronous teaching
in other modalities; or
• through observation of a
demonstration teaching* via LAC
session.
INSERT YOUR COT RATING
SHEETS HERE
In this reflective account, I explore my role as an educator
dedicated to fostering higher-order thinking skills, particularly
critical and creative thinking, through the deliberate
application of a diverse range of teaching strategies.
Embracing a first-person perspective, I share insights into the
transformative journey of implementing innovative methods
aimed at nurturing the intellectual growth of my students.

The annotation delves into the various teaching strategies

employed to cultivate critical thinking skills, emphasizing the
importance of challenging students to question assumptions,
analyze information, and engage in thoughtful problem-
solving. Additionally, it highlights the integration of creative
thinking exercises, demonstrating how I've encouraged
students to explore alternative perspectives, unleash their
imagination, and approach challenges with innovative
solutions.

Through real-world examples and personal experiences, this

annotation illustrates the positive impact of these teaching
strategies on the development of higher-order thinking skills.
It emphasizes the dynamic nature of the learning
environment I strive to create, one that encourages curiosity,
independent thought, and a passion for lifelong learning.

Ultimately, this annotation serves as an inspiration for fellow

educators, encouraging them to embrace a diverse toolkit of
teaching strategies to nurture critical and creative thinking in
their students. By sharing my own journey, I hope to
contribute to the collective effort to empower students with
the intellectual tools needed for success in an ever-evolving
Displayed proficient use of Mother
Tongue, Filipino and English to
facilitate teaching and learning.
(PPST 1.6.2)

Classroom Observation Tool (COT)

rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face / in-person
classroom observation.

If onsite / face-to-face / in-person

classes are not implemented,
• through observation of
synchronous / asynchronous
teaching in other modalities; or
• through observation of a
demonstration teaching* via LAC
session.
INSERT YOUR COT RATING
SHEETS HERE
In this reflective annotation, I share my experiences and
insights as an educator proficient in utilizing Mother Tongue,
Filipino, and English to enhance the teaching and learning
experience. Embracing the richness of linguistic diversity, I
discuss the intentional and effective integration of these
languages to create an inclusive and dynamic educational
environment.

Drawing from a first-person perspective, I highlight the

strategic application of Mother Tongue to establish a strong
foundation for learning, acknowledging the cultural and
linguistic significance it holds for students. Simultaneously, I
explore the seamless incorporation of Filipino and English,
emphasizing how this multilingual approach not only
supports language proficiency but also fosters a deeper
understanding of diverse cultures and global perspectives.

The annotation showcases practical examples of how I

navigate the linguistic landscape in the classroom, creating
an atmosphere where students feel empowered to express
themselves in the language they are most comfortable with.
By adopting a multilingual approach, I aim to bridge
communication gaps, celebrate cultural diversity, and
promote a more inclusive and engaging learning experience.

This reflective piece serves as an encouragement for fellow

educators to embrace and celebrate linguistic diversity in the
classroom. It underscores the transformative power of
proficiently using Mother Tongue, Filipino, and English to
facilitate teaching and learning, contributing to a learning
environment where students not only acquire language skills
 2

LEARNING
ENVIRONMENT
AND
DIVERSITY OF
LEARNERS
Established safe and secure learning
environments to enhance learning
through the consistent
implementation of policies,
guidelines, and procedures. (PPST
2.1.2)

Classroom Observation Tool (COT)

rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face / in-person
classroom observation.

If onsite / face-to-face / in-person

classes are not implemented,
• through observation of
synchronous/asynchronous teaching
in other modalities; or
• through observation of a
INSERT YOUR COT RATING
SHEETS HERE
As an educator deeply committed to cultivating an optimal
learning experience, this annotation recounts my journey in
establishing safe and secure learning environments through
the unwavering application of policies, guidelines, and
procedures. Recognizing the profound impact of a well-
structured educational space on both academic and
emotional development, I have prioritized the consistent
implementation of frameworks that foster a culture of safety
and respect.

This narrative takes a first-person approach, sharing insights

into the deliberate efforts invested in creating an atmosphere
where students feel secure, valued, and ready to engage in
meaningful learning. By adhering to carefully crafted policies
and procedures, I strive to not only set clear expectations but
also to instill a sense of responsibility and accountability
among students, creating a foundation for their overall
growth.

Drawing from personal experiences and successful

outcomes, this annotation serves as a testament to the
transformative potential of a secure learning environment. It
highlights instances where the enforcement of guidelines has
contributed to positive student behavior, improved focus,
and a collective commitment to a harmonious educational
journey.

Through this reflective piece, I hope to inspire fellow

educators to recognize the pivotal role they play in shaping
the learning atmosphere. By consistently implementing
policies, guidelines, and procedures, educators contribute not
 Maintained learning environments
that promote fairness, respect and
care to encourage learning. (PPST
2.2.2)

Classroom Observation Tool (COT)

rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face / in-person
classroom observation.

If onsite / face-to-face / in-person

classes are not implemented,
• through observation of
synchronous / asynchronous
teaching in other modalities; or
• through observation of a
demonstration teaching* via LAC
session.
INSERT YOUR COT RATING
SHEETS HERE
This reflective annotation encapsulates my commitment as
an educator to curating learning environments that serve as
fertile grounds for academic growth and personal
development. Central to this commitment is the unwavering
dedication to instilling values of fairness, respect, and care
within the classroom.

From a first-person perspective, I delve into the deliberate

efforts made to create a space where students feel valued
and understood. This annotation explores the practical
implementation of strategies aimed at promoting fairness,
such as equitable grading practices and unbiased classroom
management. It also delves into the cultivation of an
atmosphere where respect for diverse perspectives is not
only encouraged but celebrated.

The narrative emphasizes the significance of care in the

educational journey, addressing the holistic needs of
students beyond academic achievement. By fostering an
environment that prioritizes emotional well-being, I aim to
create a supportive backdrop for effective learning,
acknowledging the interplay between a student's emotional
state and their academic performance.

Through personal anecdotes and experiences, this

annotation serves as an encouragement for fellow educators
to prioritize fairness, respect, and care in their own teaching
environments. It underscores the transformative impact of
these values, not only on the educational experience but also
on the development of students as individuals equipped with
the tools for success in both academia and life.
 Established a learner-centered
culture by using teaching strategies
that respond to their linguistic,
cultural, socio-economic and
religious backgrounds. (PPST 3.2.2)

Classroom Observation Tool (COT)

rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face / in-person
classroom observation.

If onsite / face-to-face / in-person

classes are not implemented,
• through observation of
synchronous / asynchronous
teaching in other modalities; or
• through observation of a
demonstration teaching* via LAC
INSERT YOUR COT RATING
SHEETS HERE
This reflective annotation encapsulates my commitment as
an educator to curating learning environments that serve as
fertile grounds for academic growth and personal
development. Central to this commitment is the unwavering
dedication to instilling values of fairness, respect, and care
within the classroom.

From a first-person perspective, I delve into the deliberate

efforts made to create a space where students feel valued
and understood. This annotation explores the practical
implementation of strategies aimed at promoting fairness,
such as equitable grading practices and unbiased classroom
management. It also delves into the cultivation of an
atmosphere where respect for diverse perspectives is not
only encouraged but celebrated.

The narrative emphasizes the significance of care in the

educational journey, addressing the holistic needs of
students beyond academic achievement. By fostering an
environment that prioritizes emotional well-being, I aim to
create a supportive backdrop for effective learning,
acknowledging the interplay between a student's emotional
state and their academic performance.

Through personal anecdotes and experiences, this

annotation serves as an encouragement for fellow educators
to prioritize fairness, respect, and care in their own teaching
environments. It underscores the transformative impact of
these values, not only on the educational experience but also
on the development of students as individuals equipped with
the tools for success in both academia and life.
 Adapted and used culturally
appropriate teaching strategies to
address the needs of learners from
indigenous groups. (PPST 3.5.2)

Classroom Observation Tool (COT)

rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face / in-person
classroom observation.

If onsite / face-to-face / in-person

classes are not implemented,
• through observation of
synchronous / asynchronous
teaching in other modalities; or
• through observation of a
demonstration teaching* via LAC
session.
INSERT YOUR COT RATING
SHEETS HERE
In this reflective annotation, I share my experiences as an
educator dedicated to meeting the unique needs of learners
from indigenous groups by adapting and employing culturally
appropriate teaching strategies. From a first-person
perspective, I delve into the intentional efforts invested in
creating an educational environment that respects, values,
and integrates the rich cultural heritage of indigenous
students.

The annotation outlines specific instances where I have

modified teaching strategies to align with the cultural context
of indigenous learners. It explores the incorporation of
traditional knowledge, language, and practices into lesson
plans, fostering a curriculum that not only acknowledges but
celebrates the cultural diversity within the classroom. The
narrative also addresses the importance of building
respectful relationships with indigenous communities to
ensure a collaborative and inclusive approach to education.

Through personal anecdotes and experiences, this reflection

underscores the transformative impact of culturally
appropriate teaching strategies on the engagement,
motivation, and success of indigenous learners. It serves as
an inspiration for fellow educators to recognize and embrace
the cultural diversity present in their classrooms, advocating
for an educational experience that honors and validates the
identities of indigenous students.

This annotation aims to contribute to the ongoing dialogue

surrounding culturally responsive teaching, emphasizing the
vital role educators play in creating environments that
 3

CURRICULUM
AND
PLANNING
& ASSESSMENT
AND
REPORTING
 Set achievable and appropriate
learning outcomes that are aligned
with learning competencies. (PPST
4.2.2)

Classroom Observation Tool (COT)

rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face / in-person
classroom observation.

If onsite / face-to-face / in-person

classes are not implemented,
• through observation of
synchronous / asynchronous
teaching in other modalities; or
• through observation of a
demonstration teaching* via LAC
session.
INSERT YOUR COT RATING
SHEETS HERE
In this annotation, I share insights from my role as an
educator dedicated to setting achievable and appropriate
learning outcomes that seamlessly align with learning
competencies. From a first-person perspective, I delve into
the intentional and strategic process of establishing goals
that serve as guideposts for both students and myself.

The annotation underscores the significance of clarity in

learning outcomes, emphasizing how well-defined objectives
create a roadmap for students to navigate their educational
journey. It explores instances where I have meticulously
aligned outcomes with established learning competencies,
ensuring that each goal is not only attainable but also
contributes to the overall development of students.

Through practical examples and personal experiences, this

reflective piece highlights the impact of setting realistic and
measurable learning outcomes. It addresses how this
approach enhances student engagement, fosters a sense of
accomplishment, and ultimately contributes to a positive and
focused learning environment.

By adopting a first-person point of view, this annotation

serves as an encouragement for fellow educators to
conscientiously craft learning outcomes that are both
achievable and aligned with competencies. It emphasizes the
transformative power of clear goals in guiding instruction,
assessing progress, and ultimately contributing to the holistic
development of students within the educational landscape.
 Used strategies for providing
timely, accurate and constructive
feedback to improve learner
performance. (PPST 5.3.2)

Classroom Observation Tool (COT)

rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face / in-person
classroom observation.

If onsite / face-to-face / in-person

classes are not implemented,
• through observation of
synchronous / asynchronous
teaching in other modalities; or
• through observation of a
demonstration teaching* via LAC
session.
INSERT YOUR COT RATING
SHEETS HERE
In this reflective annotation, I delve into my role as an
educator who employs intentional strategies for providing
timely, accurate, and constructive feedback to enhance
learner performance. Drawing from a first-person
perspective, I share insights into the purposeful efforts
invested in cultivating an environment where feedback
serves as a powerful tool for improvement and growth.

The annotation outlines specific strategies employed to

ensure the timely delivery of feedback, emphasizing the
importance of immediate insights to guide students while the
learning experience is still fresh. It explores the use of
accurate assessments to pinpoint strengths and areas for
improvement, facilitating a nuanced understanding of
individual learner needs. Additionally, the narrative
addresses the art of crafting constructive feedback that is not
only informative but also motivational, fostering a positive
and growth-oriented mindset.

Through personal anecdotes and experiences, this reflective

piece highlights the transformative impact of well-crafted
feedback on learner performance. It underscores the role of
feedback in promoting self-reflection, encouraging iterative
learning, and ultimately contributing to the ongoing
development of each student.

By adopting a first-person perspective, this annotation serves

as an inspiration for fellow educators to recognize the pivotal
role of feedback in the teaching and learning process. It
encourages the implementation of effective strategies to
provide feedback that is not just evaluative but also serves
 Utilized assessment data to inform the
modification of teaching and learning
practices and programs. (PPST 5.5.2)

A list of identified least / most

mastered skills based on the frequency
of errors / correct responses with any
one (1) of the following supporting
MOVs

1. accomplishment report for

remedial / enhancement activities
(e.g., remedial sessions, Summer
Reading Camp, Phil-IRI-based reading
program)
2. intervention material used for
remediation/reinforcement /
enhancement
3. lesson plan/activity log for
remediation/enhancement utilizing
INSERT YOUR COT RATING
SHEETS HERE
In this reflective annotation, I explore my role as an educator
who strategically employs assessment data to inform and
shape teaching and learning practices. Drawing from a first-
person perspective, I share insights into the intentional
efforts invested in harnessing the power of assessment
information to create dynamic, responsive educational
experiences.

The annotation outlines specific instances where I have used

assessment data to gain valuable insights into student
progress, identifying areas of strength and areas requiring
additional support. It delves into the process of modifying
teaching strategies and learning programs based on the
nuanced information gleaned from assessments,
emphasizing the adaptability needed to meet the diverse
needs of learners.

Through personal anecdotes and experiences, this narrative

highlights the transformative impact of utilizing assessment
data. It underscores the importance of data-informed
decision-making in refining instructional methods, tailoring
interventions, and ultimately enhancing the overall
educational experience for students.

By adopting a first-person perspective, this annotation serves

as an inspiration for fellow educators to recognize the
integral role of assessment data in the continuous
improvement of teaching and learning. It encourages the
thoughtful integration of assessment insights into
instructional practices, fostering an educational environment
that is not only responsive but also committed to the
 4

PERSONAL
GROWTH AND
PROFESSIONAL
DEVELOPMENT
 Build relationships with parents/ guardians and the wider
school community to facilitate involvement in the
educative process. (PPST 6.2.2)

Anyone (1) of the following:

1. Proof of participation in any activity highlighting the

objective, such as, but not limited the following:
• Receipt form/monitoring form during distribution of
learning materials, etc.
• Commitment form to stakeholders, developed advocacy
materials, certificate of participation that shows
parents’/stakeholders’ engagement signed by the school
head, etc.
• Home visitation forms
• Any equivalent ALS form/document that highlights the
objective
• Others (please specify and provide annotations)

2. Parent-teacher log or proof of other stakeholder’s

meeting (e.g., one-on-one parent-teacher learner
conference log; attendance sheet with minutes of the
online or face-to-face meeting; proof of involvement in the
learners’/parents’ orientation, etc.)

3. Any form of communication to parents/stakeholders

(e.g., notice of meeting; screenshot of chat/text
message/communication with parent/guardian)
ing practices or programs
INSERT YOUR COT RATING
SHEETS HERE
In this annotation, I share my experiences and insights as
an educator dedicated to establishing meaningful
connections with parents, guardians, and the wider school
community to foster active involvement in the educative
process. Drawing from a first-person perspective, I delve
into the intentional efforts invested in building relationships
that transcend the classroom walls.

The annotation outlines specific strategies employed to

engage with parents and guardians, such as regular
communication channels, parent-teacher conferences, and
collaborative events. It explores the creation of a welcoming
and inclusive school community where stakeholders feel
valued and informed about the educational journey.
Additionally, the narrative emphasizes the significance of
open and transparent communication, acknowledging the
vital role that parents and the broader community play in
supporting student success.

Through personal anecdotes and experiences, this reflective

piece highlights the transformative impact of strong
relationships with parents and the school community. It
underscores the importance of a collaborative approach in
creating an educational environment where everyone is
invested in the well-being and progress of the students.

By adopting a first-person perspective, this annotation

serves as an inspiration for fellow educators to recognize
the profound influence of positive relationships with parents
and the broader school community. It encourages the
intentional cultivation of partnerships that contribute not
only to academic success but also to the holistic
 Participated in professional networks
to share knowledge and enhance
practice. (PPST 7.3.2)

1. Certificate of completion in a
course/training
2. Certificate of participation in a
webinar, retooling, upskilling, and
other training/ seminar/ workshop with
proof of implementation
3. Certificate of recognition/
speakership in a webinar and other
training/ seminar/ workshop
4. Any proof of participation in a
benchmarking activity
5. Any proof of participation in school
LAC sessions (online/face-to-face)
certified by the LAC Coordinator
6. Others (please specify and provide
INSERT YOUR COT RATING
SHEETS HERE
In this reflective annotation, I share my experiences as an
educator actively engaged in professional networks,
illustrating the profound impact of collaborative
knowledge-sharing on enhancing teaching practices.
Drawing from a first-person perspective, I delve into the
intentional efforts invested in participating in professional
communities to foster continuous learning and growth.

The annotation outlines specific instances where I have

actively contributed to and benefited from professional
networks, such as attending conferences, joining online
forums, and collaborating with colleagues. It explores how
these interactions have provided valuable insights,
diverse perspectives, and innovative teaching strategies
that have directly influenced and elevated my own
educational practices.

Through personal anecdotes and experiences, this

narrative highlights the transformative power of
professional networks in the field of education. It
underscores the importance of collaborative learning
environments in keeping abreast of emerging trends,
refining instructional techniques, and ultimately
contributing to the continuous improvement of teaching
methods.

By adopting a first-person perspective, this annotation

serves as an inspiration for fellow educators to recognize
the profound impact of active participation in professional
networks. It encourages the intentional cultivation of
connections within the broader educational community,
emphasizing the reciprocal nature of knowledge-sharing
Developed a personal
improvement plan based on
reflection of one’s practice and
ongoing professional learning.
(PPST 7.4.2)

1. Certification from the ICT

Coordinator / School Head /
Focal Person in charge of e-
SAT
2. IPCRF-DP
3. Mid-year Review Form (MRF)
4. Updated IPCRF-DP from Phase
II
INSERT YOUR COT RATING
SHEETS HERE
In this reflective annotation, I delve into my experiences
as an educator who recognizes the transformative power
of self-reflection and ongoing professional learning in the
pursuit of excellence. Drawing from a first-person
perspective, I share insights into the deliberate efforts
invested in developing a personalized improvement plan
that aligns with the ever-evolving landscape of education.

The annotation outlines the process of reflection on my

teaching practices, identifying strengths and areas for
growth. It explores the intentional integration of ongoing
professional learning opportunities, such as workshops,
courses, and conferences, into a comprehensive
improvement plan. Additionally, the narrative underscores
the importance of setting measurable goals, creating
actionable steps, and continuously reassessing and
adapting the plan as needed.

Through personal anecdotes and experiences, this

narrative highlights the transformative impact of a
structured improvement plan on professional growth. It
emphasizes the significance of self-directed learning in
not only refining instructional practices but also in
fostering a commitment to lifelong learning.

By adopting a first-person perspective, this annotation

serves as an inspiration for fellow educators to embark on
their own journey of self-improvement. It encourages the
intentional cultivation of a personalized improvement plan
rooted in reflective practice and continuous professional
learning, recognizing the profound impact such a plan can
have on instructional effectiveness and the overall quality
 5

PLUS
FACTOR
Performed various related works/ activities
that contribute to the teaching-learning
process.

Any one (1) proof of:

● committee involvement;
● involvement as module/learning material
writer/validator;
● involvement as a resource
person/speaker/learning facilitator in in the
RO/SDO/school-initiated TV/radio-based
instruction;
● book or journal authorship/ co-
authorship/contributorship;
● advisorship/coordinatorship/
chairpersonship;
● participation in demonstration teaching;
● participation as research presenter in a
forum/conference;
● mentoring of pre-service/in-service
teachers;
● conducted research within the rating
period;
INSERT YOUR COT RATING
SHEETS HERE
In this reflective annotation, I share insights into my
multifaceted role as an educator, extending beyond
traditional teaching responsibilities to encompass various
works and activities that significantly contribute to the
teaching-learning process. Drawing from a first-person
perspective, I delve into the intentional efforts invested in
broadening the scope of my contributions to create a
richer educational experience.

The annotation outlines specific instances where I have

undertaken various related works and activities, such as
curriculum development, extracurricular initiatives, and
educational research. It explores how these endeavors
have directly impacted and enriched the teaching-
learning process, fostering an environment that goes
beyond textbooks and traditional methodologies.

Through personal anecdotes and experiences, this

narrative highlights the transformative power of
diversifying contributions to education. It underscores the
importance of engaging in activities that not only align
with the curriculum but also enhance the overall
educational journey for students. The narrative
emphasizes the interconnectedness of these
contributions, creating a more holistic and engaging
learning environment.

By adopting a first-person perspective, this annotation

serves as an inspiration for fellow educators to recognize
the potential impact of varied contributions to the
teaching-learning process. It encourages educators to
embrace a dynamic approach that extends beyond the