TEC - 4 From Overload to Focus: Turning Priorities into Practice

In this 90-minute session, teachers will gain three practical, classroom-ready strategies: using AI tools to auto-generate differentiated practice questions and rubrics, streamlining formative assessment and feedback through automated marking aids and reducing lesson-planning and administrative workload via AI-assisted worksheet and report generation. Participants will leave with time-saving templates and step-by-step methods to embed these tools into existing lesson plans—enhancing instructional delivery without adding preparation burden.

Bushra Khan is a Manager, Professional Development and School Improvement at Beaconhouse Head Office, specialising in teacher development, instructional design and the practical integration of AI in education. Her work explores how AI can support educators across the teaching and school-improvement cycle, from lesson planning and classroom practice to professional development and evidence-informed school improvement. Through her work developing AI-enabled education solutions, Bushra focuses on one key question: How can we use AI to make educators' work more purposeful, while giving them back the time they need for what matters most?

This 90-minute session equips teachers with practical, classroom-ready strategies to convert feedback into forward-moving action, grounded in Constructive Focused Feedback. Participants will learn to design specific, achievable "next-step" prompts rather than generic corrections. They will also apply time-efficient feedback techniques, such as targeted verbal conferencing and coded marking, to meaningfully reduce grading load. Finally, teachers will use structured peer- and self-review protocols that build student ownership of improvement, ensuring feedback consistently translates into measurable, sustained learning progress.

Mehr Asad brings over 25 years of experience in educational leadership to Beaconhouse International College (BIC), where she serves as Head of Academics overseeing academic delivery across all four BIC campuses in Pakistan. In this role, she also acts as Academic Liaison to BIC'spartner universities — the University of London, University of Kent, University of Essex, Liverpool John Moores University, and Pearson Qualifications — ensuring Level 3 to Level 7 programmes in Business, Law, Computer Science, Software Engineering, and Psychology are delivered in full alignment with partner requirements. Ms. Asad holds an M.Sc. in Geography from the University of the Punjab, a Certificate in Professional Studies in Education from Bradford University, UK, and a Diploma in Leadership & Managing Change from LUMS. She is also a Cambridge-accredited Programme Leader for the Certificate and Diploma in Educational Leadership, delivering programmes with a 90% success rate across the Beaconhouse School System.

In this 90-minute session, teachers will gain practical, high-impact strategies to execute purposeful lessons. They will learn the flipped classroom model to free up class time for practice, adopt time-saving pacing techniques to reduce lost minutes, and use quick formative checks to close learning gaps and boost student achievement.

Irum Saleem is an accomplished educationist with 20+ years of experience as a teacher, teacher educator, curriculum specialist, and school leader. She holds a Master’s in English, Bachelor of Education (B.Ed.), and Cambridge CELTA from IH Chiang Mai, Thailand. She has also completed Teacher Educator Training from Trinity College London and Train the Trainer Online from IH London. A Training Consultant and Academic Writer with the British Council and Professional development trainer at Khan Academy, Irum works with teachers and educators from government and private institutions, delivering professional development on digital pedagogical practices and English language learning in both online and face-to-face environments. Her work focuses on transformational learning, active participant engagement, and practical approaches that support improved teaching and learning outcomes.

This 90-minute session equips teachers with practical strategies to minimise excessive teacher talk time while maximising student engagement and retention. Participants will leave with actionable techniques including structured questioning patterns (open-ended, higher-order prompts), Classroom Response Methods (CRM) for real-time formative checks, and interactive participation structures such as think-pair-share and flipped-classroom models—enabling more student-centred, dialogue-rich, and time-efficient instruction.

Iqra Farooq is currently working as the Regional Professional Development Manager, Oxford University Press, Pakistan. She has more than ten years of experience training thousands of teachers, Master Trainers, and Educational Managers across Pakistan under different educational projects and as a Training Consultant for the British Council. She holds an MS in Psychology and is certified in CLIL and Material Development from Norwich Institute of Language and Education, UK.

Teachers juggle competing priorities daily. This session offers a practical framework to embed school initiatives into existing routines, not add to them. Participants will practice three strategies: Anchor-to-Opener, Transition Micro-Integration and the Priority Filter, leaving with a ready-to-use planning template for immediate classroom application.

Mehreen Umair has more than a decade of experience as an educator, with a diverse background spanning teaching, academic management, professional development training, and teacher education. She holds a Master’s degree in Management Sciences and has conducted extensive research on the impact of emotional labour and emotional intelligence on teacher performance. She is a Certified Oxford Teachers’ Academy (OTA) Trainer and is also certified in Developing Reflective Practitioners. Committed to driving innovation in educational practices and enhancing teaching and learning outcomes, she currently serves as a Professional Development Coordinator with Oxford University Press Pakistan.

In this 90-minute session, teachers will learn to integrate digital content meaningfully despite limited devices or connectivity through flipped-classroom techniques, offline-first resource planning and time-saving digital shortcuts for lesson preparation and assessment, equipping them with practical, low-tech strategies to enhance classroom engagement without dependence on constant internet access.

Batul Jafri A trainer by profession and a learner by heart, Batul Jafri is a certified Early Years expert, Teacher Trainer and British Council Training Consultant, credentialed by Aga Khan University, the University of Cambridge and the University of Exeter. She holds a Masters in English Language Teaching from Kinnaird College, Lahore, alongside the CPEd, CELTA, ICELT, and IB Professional Services certifications. She specialises in pedagogy, leadership and effective teaching and learning practices. Currently serving as Head of Early Years at The Educators, she is passionate about empowering educators with practical, learner-centred approaches that create meaningful impact in classrooms.

This session equips teachers with practical strategies to embed entrepreneurial thinking into daily instruction. Participants will learn to design project-based challenges that mirror real-world problem-solving, apply flipped-classroom techniques to free class time for collaborative ideation and use structured reflection routines to build student resilience and initiative, cultivating creativity and cross-subject application without adding to lesson-planning workload.

Kamran Taj is Training and Fidelity Manager at Taleemabad and a former FranklinCovey Senior Leader in Me Coach. He holds an MPhil in Education Leadership & Management from LUMS and recently completed Harvard Kennedy School's Power and Influence for Positive Impact Program. He has facilitated leadership and coaching programmes reaching 10,000+ students nationwide.

This 90-minute session equips teachers to move students from passive reception to active creation. Participants will explore student agency, authentic task design and entrepreneurial project-based learning, leaving with three actionable strategies: structuring a flipped-classroom sequence, designing time-efficient authentic assessments and scaffolding student-led initiative through low-stakes entrepreneurial challenges.

Ayesha Inam is an MBA-Marketing graduate from the Institute of Business Administration (IBA), Karachi, with 15 years of experience in academic leadership, professional development and business management. She currently serves as Head of Academics for Southern Punjab at The Educators-Beaconhouse, where she leads academic initiatives and works with educators and leadership teams to strengthen teaching and learning. Her professional experience spans leading organisations including Beaconhouse, Nestlé, Coca-Cola, PepsiCo and PABC, with expertise in training, capacity building, performance management, communication and organisational development.

This 90-minute session equips teachers to embed AfL, AoL and AaL into daily practice without added workload. Participants gain three doable strategies: hinge-point questioning, low-stakes exit tickets and structured peer/self-assessment protocols, enabling real-time identification of learning gaps, responsive instruction and improved outcomes through efficient, sustainable classroom routines.

Amber Naveed is an experienced Educationist, Teacher Trainer, and Learning & Development Specialist with over 25 years of experience in education, school leadership, teacher development, and professional training. She has trained thousands of educators and professionals and specialises in pedagogy, leadership, child development, digital learning, and quality assurance. She is passionate about empowering educators with practical, innovative, and learner-centred approaches that translate into meaningful impact in classrooms and institutions.