Prompt 1: Discuss your academic experiences that have shaped your decision to pursue this program.

Visiting the government school in my village was a profoundly enlightening experience, underscoring the stark
disparities between well-resourced private schools in urban areas and underfunded rural institutions. As an
educator, I experienced a profound sense of frustration witnessing children eager to learn yet deprived of
essential resources, fully aware that they deserve the same quality of education as their urban counterparts. This
experience illuminated the necessity of addressing these systemic challenges through more than mere good
intentions; it requires robust leadership, research-informed solutions, and policy-driven change. Consequently, I
have chosen to pursue an MPhil in Education Leadership and Management (ELM) at LUMS, a program
specifically designed to cultivate transformative leaders capable of effecting meaningful educational reform. By
emphasizing evidence-based decision-making, innovative school leadership, and equitable policy development,
this program will equip me with the requisite skills to assume leadership of a school in my area and work
towards bridging the educational divide.

In addition to the significant educational disparities I have observed, broader societal constraints further hinder
progress. The gradual pace of cultural evolution offers limited opportunities for substantive change, and gender
continues to significantly influence the range of available choices, with "freedom" existing only within a narrow
spectrum. As a woman, my opportunities have been constrained, my autonomy restricted and access to privilege
remains closely linked to the quality of available opportunities. Within this exhausting and deliberately skewed
competitive environment, I have endeavored to establish a position that aligns with the limitations imposed by
my gender. Consequently, I set aside my academic regalia and entered the workforce, resolute in my
determination to navigate and challenge the barriers that restrict not only education but also the broader
potential of individuals within our society.

As a teacher, I found myself in a classroom full of students. I noticed a shift, not in my environment, but within.
What initially served as a comfortable substitute for my own shortcomings started to transform and develop. It
was as if my career had entered an adolescent phase, complete with its challenges and triumphs. Teaching had
unlocked a new sense of fulfillment, one that had previously been inaccessible to me. Like the plot of a
romantic comedy, I delved deeper to understand and test the boundaries of my self-assessed hidden talent,
exploring the emotional upheaval akin to puberty. I enrolled in an "early childhood education" course at Ali
Institute and realized I had only begun to scratch the surface. The expertise needed to shape the future of our
nation was far more intricate than the simplistic view I once held.
Children are like blank canvases, shaped by both the traits they inherit and the cultural values that surround
them. These influences provide guidance, while others impose expectations steeped in contradiction—where
morality is preached but not always practiced. As my experience grew, I began to see how education required
more than just a textbook. Each child has a unique learning style, a unique way of communicating, and a
distinct perception of each concept. These differences are like brushstrokes, each contributing to a larger
masterpiece.

One such stroke is etched into my memory when a student began to withdraw, participation dwindled,
assignments remained incomplete, and an unmistakable sense of isolation took hold. Observing closely, I
realized that addressing the situation directly might not be the right approach. Instead, I opted for subtle
gestures warm greetings, small acknowledgments, and consistent presence. They say smiles are contagious, and
in this case, it proved true. Slowly, the once-withdrawn student lingered after class, eventually confiding in me.
Rather than offering advice, I simply listened, validating their emotions. Over time, the transformation was
undeniable, the once quiet, low-energy child was now brimming with life.

What began as comfort evolved into passion. Watching my students regain their sense of self gave me purpose
—not in an exaggerated sense, but in a way that felt entirely natural. My presence, my influence, had become
the very brushstroke shaping the canvas.

Prompt 2: Elaborate on your professional growth, discussing how your work experience has shaped your
interest in education and any significant contribution you have made to your organization?
Determined to strengthen my skills, I took a course with Ali Institute in Early Childhood Education, which I
followed with a master’s in teaching English Language. These experiences exposed me to a wide range of
teaching strategies and philosophies that enhanced my approach. I learned that teaching is more than just
content—engagement and relevance matter far more than simply delivering information. This shift in focus
helped me understand that adaptability is key; no two classes are the same, and flexibility ensures that lessons
remain effective for diverse groups of students.

The programs also reinforced the power of storytelling in teaching. Bringing literature to life not only makes
texts more meaningful but also helps students connect emotionally with the material. I embraced the importance
of differentiated instruction, realizing that every student learns differently and that tailoring methods to
individuals foster success. This was especially valuable when I worked with students with special needs, as I
learned how to adjust my approach to meeting their unique requirements.

Through these experiences, I discovered that confidence and presence matter significantly in the classroom. A
passionate teacher naturally commands attention, and that enthusiasm can be contagious, inspiring students to
share the excitement of learning. I also came to appreciate that managing classroom dynamics is an art—
encouraging respectful discussions and creating a space where all voices are heard is crucial for a positive
learning environment.

I was introduced to the idea that assessment goes beyond traditional tests; creative assignments and projects can
reveal deeper understanding and critical thinking skills. Building student trust became another key takeaway.
Strong connections between teacher and student lead to better engagement and a more supportive learning
atmosphere. Ultimately, I learned that growth never stops—truly effective teachers continuously evolve, learn,
and strive to improve their craft.

I joined ‘Learning Alliance’ in 2017 as an English teacher. This institution has been paramount in my pursuit of
my avocation. Over my 7 years at the school, I have participated in various workshops and seminars that have
shaped my teaching style into a dynamic, student-centered approach. I have learned that engagement and
relevance matter more than rote learning, and adaptability is key to meeting the diverse and evolving needs of
my students.

One year, I noticed a student becoming withdrawn participation dropped, assignments were incomplete, and
focus was scattered. Rather than confronting them directly, I took small steps: warm greetings, casual check-ins,
and simply being present. Slowly, the student began to open up about feeling torn between two homes. Instead
of giving advice, I listened and validated their feelings. I introduced journaling and books with similar themes
to help them process their emotions. Over time, participation improved, and the student later told me, "You're
the only adult who doesn't tell me how to feel." This experience taught me that sometimes the best way to
support students is through small, consistent gestures that make them feel seen and safe.

Seeing the student regain confidence and a sense of stability filled me with a deep sense of accomplishment.
Knowing that my presence and patience made a difference reassured me of the power of empathy in teaching.
The moment the student acknowledged feeling understood was a quiet but profound victory—one that reminded
me why connection matters more than correction.

Adapting to each student can be difficult, especially if you try to create a nurturing and safe environment for

students who often struggle to express themselves. I have collaborated with counselors to provide extra

support for students facing personal or emotional challenges. To my understanding the key to helping these

students lies in patience, empathy, and innovation. Making sure that each student is treated as an individual

and the strategies to help them grow are tailored to isolation. Watching my students regain their confidence

and increase their participation was like watching my efforts take physical form. That affirmation garnered

from students who felt understood is extremely rewarding as an educator.

My career has taught me that teaching is an ever-evolving process one that can be extremely diverse or could

follow suite. It is heavily dependent on the receiver and their individual needs. One must continuously strive to

accommodate and adapt to each student in an endeavor to create an inclusive classroom to empower

students to succeed.