A classroom brings together students with different abilities, interests and ways of learning. Some are curious and eager to explore, while others need more time, guidance or encouragement to keep pace. For a teacher, education is therefore about much more than completing a textbook. It requires understanding each learner, recognising individual needs and creating an environment in which every student has the opportunity to grow.
This understanding has been central to Selina Polly Khanam’s professional journey, gradually taking her beyond classroom teaching into educational administration, teacher development, training, research and institutional quality improvement.
For more than four decades, she has remained committed to education, moving from teaching to administrative leadership and eventually to a role focused on strengthening teachers and educational institutions. She currently serves as Coordinator (Research and Training) at Academia School in Lalmatia, Dhaka.
Even after decades in the profession, Khanam continues to value learning and professional development. Through her work with teachers and students, she remains engaged in the process of refining her own knowledge and experience, reflecting her belief that education is a continuous journey rather than a finished achievement.
From the Classroom to Educational Leadership
Khanam began her professional career as a teacher at Little Jewels Nursery, Infant and Junior School. She later taught at Krishnachura School in Chattogram.
Her early years in the classroom gave her first-hand experience of the challenges and possibilities of teaching. Students sitting in the same classroom may differ considerably in their abilities, interests, family backgrounds and learning needs. Recognising these differences and adapting teaching methods accordingly became an important foundation for her approach to education.
She subsequently moved into administration, serving as Secretary at Little Jewels before taking on vice-principal responsibilities at Chrysanthemum Nursery School, Little Angels’ Learning Home and Safs London School & College.
Her tenure as Vice Principal at Safs London School & College marked a significant phase in her career. Working with the British Curriculum at O-Level and A-Level, she was involved in both academic management and institutional administration.
Her responsibilities included supervising and evaluating teachers, planning academic activities, preparing for examinations, implementing curricula, monitoring students’ progress and coordinating communication among teachers, parents and school administration.
These experiences broadened her understanding of education. Drawing on her classroom experience and administrative responsibilities, she gained a perspective that encompassed both the needs of individual learners and the wider demands of managing an educational institution.
A New Chapter at Academia
In 2016, Khanam joined Academia School as Coordinator (Research and Training), beginning a new phase of her professional journey.
Her work centres on teacher development, academic quality assurance and institutional improvement. She coordinates training programmes, conducts classroom observations, supports teacher performance evaluation and mentoring, organises professional development workshops and contributes to various academic initiatives.
A key principle underpinning her approach is that teacher evaluation should go beyond identifying weaknesses. It should help teachers recognise areas for improvement while providing the guidance and support needed to strengthen their classroom practices.
For Khanam, the quality of teaching is inseparable from the quality of student learning. Teachers who continue to develop their knowledge and skills are better equipped to respond to students’ needs and create more effective learning environments.
Her responsibilities also extend to examination-related activities involving international examination boards. She has worked with Academia School in its capacity as an examination centre for Cambridge, Pearson Edexcel and OxfordAQA, including coordination with the British Council.
Beyond examinations and academic results, she has been involved in science fairs, mathematics Olympiads, debating, public speaking and graduation activities. These initiatives reflect a broader understanding of education in which students’ confidence, creativity, leadership abilities and social skills are as important as their academic performance.
Developing Teachers Beyond the Classroom
Khanam’s professional experience has also benefited educational institutions beyond her immediate workplace. She has contributed to teacher development and academic quality improvement through training and consultancy assignments.
At an English-medium educational institution in Dhaka, she provided training on teacher development and improving teaching quality. The sessions focused on student-centred and participatory teaching methods, classroom management, lesson planning, assessment, feedback and strategies for addressing students’ diverse learning needs.
Her work included developing training structures, preparing supporting materials, facilitating professional discussions and offering practical guidance that teachers could apply in their classrooms.
In another assignment, she served as an external expert on academic quality assurance and institutional development. Her responsibilities included reviewing curriculum implementation, lesson planning, classroom observation, teacher and student assessment, and broader academic practices. She also provided recommendations aimed at improving institutional performance.
Through these initiatives, her decades of experience have become a resource for other educators. Rather than remaining confined to her own professional responsibilities, her knowledge has been put to use in helping teachers refine their skills and institutions strengthen their academic practices.
Economics and Education: Two Complementary Disciplines
Khanam’s academic background brings together two distinct but complementary fields. She earned a Bachelor of Social Science with Honours and a Master of Social Science in Economics from the University of Dhaka. She also completed a Bachelor of Education from the University of Chittagong.
Her grounding in economics, combined with professional training in education, has given her a broader perspective on educational administration, teacher mentoring, assessment and institutional development. Her university years were also marked by active participation in extracurricular activities. During her college and university days at the University of Dhaka, she competed in discus throw, javelin throw, shot put and badminton, winning prizes in several competitions.
Sport helped develop qualities such as discipline, perseverance, confidence and a competitive spirit, all of which proved valuable in her professional life. She was also involved in student activities at the university and participated in the Economics Club.
Early in her career, she had opportunities to take part in radio and television programmes.
These experiences helped strengthen her public speaking, presentation and communication skills, which later became useful in working with teachers, students, parents and educational institutions. Her varied experiences suggest that professional growth is shaped not only by formal qualifications but also by participation, communication and a willingness to learn from different environments.
Commitment to Disadvantaged Communities
After decades in education, Khanam’s interests have increasingly extended beyond the boundaries of schools and academic institutions.
She has recently become associated with Surovi, a Dhaka-based non-government development organisation working to improve the lives and rights of disadvantaged children and marginalised communities in urban and rural areas.
Surovi’s areas of work include child development and education, support for disadvantaged and talented children, women and child welfare, skills development, health awareness, poverty reduction and community support.
Her involvement reflects a broader understanding of the relationship between education and social development. For children from disadvantaged backgrounds, access to education can be closely linked to their opportunities for personal growth and a better future.
From this perspective, supporting marginalised children extends her professional commitment beyond improving teaching and institutional standards to addressing the wider circumstances that influence children’s development.
Building International Connections
Khanam continues to seek opportunities for professional learning and engagement beyond Bangladesh.
In 2026, she became an individual professional member of NASPA (Student Affairs Administrators in Higher Education), a US-based professional association serving student affairs professionals in higher education. She is also a member of Agami Education Foundation, a California-based US-Bangladesh nonprofit initiative focused on creating long-term socioeconomic change through education for disadvantaged children in Bangladesh.
The foundation works to improve educational opportunities through support for disadvantaged schools, teacher training, educational materials and technology initiatives, among other activities.
Her involvement with these organisations adds an international dimension to her professional journey, offering opportunities for wider engagement and knowledge-sharing in education and student development.
Recognition Beyond Certificates
Over the course of her career, Khanam has received recognition and appreciation from various educational institutions. At Academia School, she has received certificates acknowledging her long service and contributions.
She has also been recognised for her work in teacher training, counselling, teaching quality improvement and institutional development.
Yet the significance of a career spanning more than four decades cannot be measured by certificates alone. The trust of colleagues, the professional relationships built over the years and the opportunity to help a new generation of educators develop their skills are equally meaningful measures of achievement.
Her work illustrates how professional experience can acquire a wider purpose when it is shared with others. By helping teachers improve their practices and educational institutions strengthen their standards, she continues to contribute to the development of the profession itself.
A Journey That Continues
Khanam’s professional journey has taken her from classroom teaching to educational administration, from administration to teacher development and training, and from institutional responsibilities to broader social engagement. At each stage, she has built on the knowledge and experience gained before.
What began with the everyday responsibilities of teaching has evolved into a career devoted to improving the quality of education through stronger teachers, better academic practices and more effective institutions. Her growing involvement with disadvantaged children and marginalised communities has added another dimension to that commitment.
Her experiences in sports, university activities and broadcasting have also contributed to a professional identity shaped by discipline, communication, participation and continuous learning.
Khanam’s story is therefore more than an account of a long career in teaching. It is a story of how classroom experience can develop into leadership, how leadership can support the growth of other educators, and how professional expertise can extend into wider social responsibility.
After more than four decades, her journey remains unfinished. Her continued involvement in teacher development, institutional improvement and educational initiatives reflects a commitment that has evolved with time without losing its central purpose. In education, learning never truly ends.
Teachers impart knowledge, but they must also continue to learn, reflect and adapt. Through that ongoing process, they can help shape better educators, empower more students and contribute to a brighter future for the next generation.
