My Professional Life

I have been working at Planning Development & Research Wing of SELD for the last 2 years. My responsibilities are to manage data and enhance the need-based functionalities of development dashboard.

My journey as an educator has been a story of continuous learning, adaptation, and transformation. After graduating from N.E.D. University as an engineer, I never intended to pursue a conventional engineering career. My heart inclined toward education, and by Allah’s blessing, I found my path when the national IT Teachers Project was launched. After qualifying through tests and interviews, I was eventually appointed as an IT Teacher at Government Girls Higher Secondary School, Chanesar Village, Karachi.

The early years were full of challenges - long travel distances, a new environment, and language barriers - but also full of growth. The support of my Head Teacher and senior colleagues helped me settle into my professional life and develop the confidence to lead. Gradually, I took on administrative responsibilities, learning to make decisions under pressure, manage day-to-day operations, and coordinate with officers. These experiences became the foundation of my leadership journey and taught me that education is as much about management and teamwork as it is about teaching content.

As technology evolved, so did my teaching philosophy. I always believed that classrooms should prepare students for the real world, and that technology, when used thoughtfully, can transform learning. This belief deepened during the COVID-19 pandemic, when education systems across the world faced disruption. As a Master Trainer for Digital Classrooms and Microsoft Teams, I had the opportunity to train teachers, develop online resources, and explore digital tools that could sustain learning in challenging times. My passion for innovation led me to earn the Microsoft Innovative Educator Expert Award and, later, the Best Teacher Award (2021) from the Minister of Education. These recognitions strengthened my conviction that a teacher’s role extends beyond instruction - it is about leading change, inspiring others, and modeling adaptability.

One of the proudest milestones in my career was leading my school to achieve the British Council ISA Award (2021–24). As ISA Coordinator, I worked with teachers and students to collaborate with partner schools nationally and internationally. This exposure broadened our understanding of global citizenship and diversity, reinforcing in me the value of cross-cultural learning and teamwork.

After my promotion to BPS-18, I joined GGHSS University Campus, Karachi, where I digitized school records, including enrolment, GR data, and results. My initiative to start Computer Science classes for XI students gave me a chance to empower students with essential 21st-century skills. Shortly after, I was designated to the Planning, Development, and Research (PDR) Wing of the School Education and Literacy Department. This transition opened a new dimension in my professional life. Working under the visionary leadership of Mr. Abdul Qadeer Ansari, I became part of a dynamic team striving to digitalize departmental processes and bring data transparency through innovative dashboards and monitoring systems. Leading the IT team for the live PDR Dashboard has been one of my proudest contributions - a perfect blend of my teaching background, technical expertise, and planning experience.

Reflecting on my journey, I see a clear transformation - from a classroom teacher learning to manage lessons, to an educational leader helping shape systems. My pedagogical understanding has evolved from focusing solely on lesson delivery to emphasizing reflective practice, learner engagement, and evidence-based improvement. My philosophy has matured to view education as an ecosystem - one that thrives on collaboration between teachers, planners, and policymakers.

The recent PITE training for promotion from B-18 to B-19 served as a professional refresher and a moment of rediscovery. It reconnected me to the heart of teaching, reminding me that effective planning is rooted in pedagogical insight. The sessions on institutional planning, AI integration, and reflective practice reawakened the teacher within me. I realized that technology is not just a tool for efficiency but a bridge between imagination and impact.

Above all, I owe the deepest gratitude to my mentors, whose presence in my life has been nothing short of a divine blessing. They awakened in me the spirit of inquiry, the love for reflection, and the courage to question — transforming me into a lifelong learner, researcher, and critical thinker. Their guidance came from places I could never have imagined, a true gift from Allah at moments when I needed direction the most. Whatever I have achieved or understood about education and life itself is deeply rooted in their wisdom, humility, and faith in my potential. Without them, I would not have discovered the depth of learning that shapes who I am today.

As I look ahead, I see my dual role - as educator and planner - as an opportunity to serve education in its fullest sense. I want to continue fostering digital transformation within schools, training teachers to use AI responsibly, and ensuring that every technological initiative in education remains anchored in learning outcomes and human connection.

My journey, from classroom to department, has taught me that growth begins when we reflect, adapt, and lead with purpose. I remain committed to learning, leading, and contributing — not just as a professional, but as a lifelong learner dedicated to the reformation of our education system.