Bridging the Pedagogy Gap in Pakistan

How Karachi Grammar School, Pakistan, is Elevating Teaching Standards with Teach2030

OVERVIEW

Karachi Grammar School is a split-site school, with 3 campuses (Pre-Nursery to Class 6 in Junior Section, Classes 7 to 9 in Middle Section and O/A level at the College Section) and approximately 290 teachers. Only 28 have a B.Eds/PGCE teaching qualification, although approximately 20 more are presently enrolled in a B.Ed programme. This is because historically, KGS primarily prioritised subject matter expertise, recruiting teachers with Master’s degrees in their disciplines. Formal teaching credentials amongst the staff therefore vary.

Recently, the school has set a new Benchmark 2030, moving to a model where all teachers are expected to have teaching qualifications (B.Ed/PGCE or equivalent), along with a BA/MA in their subject.

Most teachers have forgotten the basic frameworks of teaching. Many were implementing strategies successfully but were not able to verbalise which specific teaching methods were being used. Others who were subject experts, but not qualified teachers, did not know some basic pedagogy, such as SMART objectives, lesson structures, AFL, inclusion and differentiation, etc.

Maliha Ghazanfar, Head of Teaching and Leadership Development

THE PARTNERSHIP

In our partnership, KGS educators independently take our Teach2030 course, ‘Being a Professional Teacher’, which focuses on establishing expectations through providing a common framework for teachers.

By systematically applying teaching standards to become a skilled professional, an effective and respectful learning environment can be built, increasing student outcomes.

‘Teach 2030 has helped our teachers b

ecome more reflective practitioners. Those who were qualified were happy to have refresher courses. Those who were not qualified were able to take away the basics and better their teaching practice. Everyone was able to learn something from the courses.’

Maliha Ghazanfar, Head of Teaching and Leadership Development

IMPACT

Teachers comment on the high contextual relevance and significant impact on classroom practice, with 98.1% of teachers finding immediate value and practical application to their specific school environment, KGS. Teachers reported shifts in their mindsets and daily routines. These reflect heavily around some of the main sections of the course:

1. Professional Boundaries and Ethics

Multiple teachers emphasised learning how to be supportive whilst maintaining strict professional boundaries with students and colleagues. They also noted that they will no longer add students or parents on personal social media platforms. Teachers commented that the course reinforced codes of conduct, including punctuality and data privacy.

“This course also taught me how to maintain and work within set boundaries while achieving my teaching goals in a positive manner.” – Fatima Faridi

2. Enhanced Parent and Guardian Communication

Teachers reported that they will move away from generic phrases like “well done” towards actionable, detailed, and professional feedback during report writing and meetings. Their content will be more balanced, highlighting what a child does well before introducing constructive areas of growth.

“I learned that when meeting with parents, I should not only discuss the areas of improvement of a child, but also mention the things they are doing well and give a practical suggestion.” – Ayesha Munir

3. Building Relationships

Many highlighted the importance of developing relationships with students to create a safe learning environment that encourages growth.

“I learnt that I need to be a good listener to understand the emotions, intentions and unspoken needs. It creates supportive, respective and engaging learning.” – Virginia Coelho

LOOKING AHEAD

KGS teachers provided valuable feedback requesting a wider variety of classroom video scenarios and deeper interactive features, including discussion forums. These recommendations are being integrated into our new, upgraded Teach2030 platform, ensuring that teacher professional development at Karachi Grammar School remains dynamic, collaborative, and aligned with teachers’ needs. We are also exploring expanding the partnership across the entire school and widening course access.

WHY THIS MATTERS

The partnership between Karachi Grammar School and Teach2030, specifically through the Being a Professional course, highlights that for teachers to excel, they need a foundation of deliberate, structured teacher professionalism, alongside their subject knowledge. This is a distinct, active skill set that requires intentional cultivation and continuous reinforcement, particularly as professionalism has become more complex in our ever-changing digital world. When a school is aligned under a shared professional standard and framework, they become a collective and learning environments/outcomes improve.

To become a partner and make a difference to your community, click here.