Monarch Education is a leading educational institution committed to providing high-quality education and support to students across the UK. As a Teaching Assistant, I undertake the following key reponsibilities-- Assist teachers in planning and delivering engaging lessons tailored to students' individual needs.- Provide one-on-one or small group support to students who require additional help.- Support the classroom environment by preparing materials, setting up equipment, and maintaining a tidy and organized space.- Assist with classroom management, ensuring a safe and productive learning environment.- Help to assess students' progress and provide feedback to teachers and parents.- Participate in school activities, events, and meetings as required.- Foster positive relationships with students, parents, and colleagues to support the overall development and well-being of students.- Assist with administrative tasks such as record-keeping and documentation.

As a visionary youth leader, I founded a voluntary youth organization named Bangladesh Youth Initiative (BYI) in 2017. I play the role of President and lead the central secretariat, fundraising team, ten functional teams, regular secretariat meetings, and approve budget plans. I trained forty team leaders and one thousand volunteers and monitored three ongoing projects. By dint of the initiative, I involved four thousand youth volunteers and Impacted one hundred fifty thousand people of thirty districts through nine projects. In 2017, I reduced ninety percent drop out in twelve underprivileged schools and supported sixteen hundred students by implementing the “Reboot Schooling” project. To protect the environment, five hundred volunteers planted trees in twenty-five districts and assigned tree guardians for each tree as a sustainable model under my leadership. With the 'Self-reliant" project, we empowered thirty women who became role models for other women and they are contributing to their families and children to continue their study. I raised twenty thousand USD worth of funds and collaborated with two INGOs and eight national voluntary organizations. In the Covid-19 situation, I offered food relief to one thousand families, helped three hundred insolvent students, and made sixty thousand people aware of Covid-19.

As an Outreach Delivery and Administrative Assistant, I undertake the following responsibilities--Supporting the different project teams within UAO in their recruitment of Student Ambassadors, Graduate Assistants, and Early Career Researchers. Act as the point of contact for the undertaking of Right To Work checks for Student Ambassadors, Graduate Assistants, and Early Career Researchers. As well as creating and maintaining a database to keep track of these administration processes moving forward. -Drafting written correspondence for schools and participants and assist with social media communications and large-scale mailouts. Liaising with the UAO Information, Marketing and Communication Team to ensure messaging is carefully targeted and relevant. -Providing project management support including updating Gannt charts and other work flow documents as required. Assisting in the management of the logistics for outreach programmes, liaising with internal suppliers (e.g. Estates and Facilities Team and Reprographics) and external suppliers (e.g. college conference teams, vehicle hire companies) to provide the necessary support for each Delivery Team Outreach programme and community outreach event. Acting as key contact for suppliers to resolve operational issues associated with the programme.- Financial administrative support in preparing information required for purchase orders to secure logistics, processing of payment forms and reconciling credit card transactions according to departmental and University policies. -Data entry, data validation, manipulating and presenting the data as required including student personal information, and registration data. -Undertake the processing of casual workers, including coordinating the completion of new starter information; performing Right to Work checks; accurate input into People XD (CoreHR); and the coordination and accurate submission of payroll information according to department and University policies.

I support teaching in classes’ indoor and outdoor learning as timetabled. Also, I support pupils Shared Care Protocols by supporting the full medical and welfare needs. I help to produce/reproduce materials to support teaching in base lessons and mainstream lessons as needed and/or requested with full awareness of and comply with Health and Safety legislation and policies of the school.

With my inherent extrovert nature, I have been able to effortlessly interact and engage with a diverse range of communities; however, my professional experience as a Project Associate in a UN Women project titled ‘Empowered Women, Peaceful Communities’ with the Centre for Peace and Justice (CPJ) at BRAC University has significantly enriched my relationship building skills with a wide variety of stakeholders.For this UN Women-funded project, I mobilised 760 Youth Peacemakers from 5 Peace Café to promotewomen's empowerment and peaceful communities through civic engagement, capacity, and knowledgedevelopment. Furthermore, I offered technical and mentoring support to 116 Peace Ambassadors duringsocial action projects for underprivileged women from indigenous, Bihari, gypsy, madrasah, tea garden workers, and pottery communities. The project activities students' professional grooming, prevented the risk of radicalisation among university students, and empowered local underprivileged women with health awareness, entrepreneurial skills, and income generation.During this time, I also developed training modules, ToRs, and project monitoring frameworks to foster shared learning for women entrepreneurship and peace-building both within my professional capacity and at a broader societal level.

Teach For Bangladesh Fellowship is a 26-month leadership development program for bold and ambitious leaders to change the lives of underprivileged students, families, and communities. Under my office in Teach For Bangladesh, I researched and prepared daily lesson plans for my classroom and taught in two underprivileged primary schools. In Covid-19, I taught students virtually. Besides, I attended weekly, bi-weekly, and monthly professional development training at Teach For Bangladesh. As a part of the fellowship, I attended weekly classes of Master's on Educational Leadership and School Improvement at Brac University. There learned theories and practiced learnings in my classroom and school community. In TFB, I led school improvement projects on health and hygiene, tree plantation, and school library establishment. In school, I offered student counseling and conducted assessments. To support students better, I surveyed, collected, and analyzed students’ growth data and enhanced classroom instructions. By these responsibilities, I offered quality education to five hundred students of two primary schools, prepared fifty student leaders who come forward to advocate and resolve community and school problems. projects. Through community visits and student counseling, I reduced dropout from 10 to 1 percent. During the Covid-19 situation, I raised a total of 3000 USD funds offered food and educational materials support to one hundred and twenty families of the students.

At the Physically-challenged Development Foundation, I coordinated units, led unit leaders, arranged monthly meetings, and trained the unit leaders. There I networked with internal and external stakeholders, built partnerships, formulated unit management policy, and developed project proposals. As a part of my offices, I visited units and attended events. By these responsibilities, I coordinated ten units of four thousand volunteers across the country, mentored fifty unit leaders, and trained one thousand volunteers through thirty leadership and capacity development training. Then the leaders and volunteers became aware of disability rights and inclusion. They became advocates of inclusion and accessibility of persons with disabilities and made more than one hundred and fifty thousand people aware. Some of them created their workplaces accessible and employed fifty persons with disabilities there. My three articles in three national and international dailies on disability rights also contributed to aware people.

At Refugee and Migratory Movement Research Unit (RMMRU), I attended field research training, developed a research questionnaire, visited fields, met respondents, took in-depth interviews, and collected data. Then he processed data in SPSS software and wrote case studies. In this research project under the Swiss Agency for Development and Cooperation, I visited three districts, three hundred households, took three hundred interviews, and then processed the questionnaires for analysis in SPSS. Finally wrote fifty powerful case studies for research publication and then the research published titled “Social Cost of Migration: Left-behind Children, Husbands, and Wives in Bangladesh”. This research paper became a reference for policy advocacy with government and international agencies to minimize the negative social costs of the left-behind families of migrant people in Bangladesh.