Deepa Sridhar
Director- Academics
Sri Kumaran Group Of Educational Institutions
Bengaluru
Deepa Sridhar is an accomplished leader and a dynamic senior professional with excellent academic credentials marked by a track record of over 27 years in the academic field. She is a third-generation member of the founding family (matriarchal) and has matured with the institution in varied roles - as a student, teacher, headmistress, principal and in the present position, as Director managing 7000 students, 800 faculty and non-teaching staff. Inspired by the footsteps laid by her grandmother, late Smt. Anasuya Devi and mother, late Smt. Meenakshi Balakrishnan, who was also her mentor and guide, Deepa has taken the school to great heights with strategic vision and tactical direction. Kumarans is sought after as a school of choice both at the State and National levels.
With the vision set for an excellent academy of global acclaim with roots in Indian culture, tradition and values, Deepa has through her inspiring leadership created a congenial environment for the holistic development of every child, ensuring a rich and rewarding experience. Kumarans is also one of the first schools in India to integrate technology into the day-to-day administration – several firsts: a paperless school, automation of admissions and a model online platform for school elections.
Outside of academics, leading by example, Deepa has mentored her direct reports and teachers to inculcate exemplary qualities to develop the child into a responsible and accountable citizen of the world, while contributing to the environment and society at large. She has built strong bridges with parents forthcoming with their voluntary cooperation in various programs of the school.
Deepa has held important positions outside the school contributing with ideas based on experiential learning – Chairman of Sahodaya Schools Complex (BSSC), a conglomeration of CBSE schools in Bangalore for three years and as a Member of the Principals’ Center, Harvard Graduate School of Education. Acting as a mentor to several schools and personally to principals, she has shown them the direction towards change and progress.
On a personal note, she has been selected as an ambassador for India as part of the prestigious Group Study Exchange program to Denmark for four weeks. With brilliant academic credentials, she holds a Masters Degree in Educational Management & Administration from the University of Sydney, a Masters Degree in Psychology and double Bachelors in Arts & Education from Bangalore University. To her credit is a second rank during BA qualifying as a scholarship recipient & a fourth rank during B. Ed.
Schools are currently playing a dual role. They are preparing children for exams on one hand and also prepping them for the future on the other. As a school leader, how do you see this evolving?
The fundamental challenge facing education today is redefining its very purpose. While academic excellence and exam performance remain important, schools must shift from rote learning and exam-focused instruction to a more comprehensive appr oach emphasising skill development over scores. As school leaders, we must recognise that true education extends far beyond academic rigour. Critical thinking, problem-solving abilities, and creative thinking are no longer optional extras but essential foundations for future success. The most crucial skill we can nurture is adaptability, as our students will face a rapidly evolving world that demands continuous learning and flexibility.
This evolution requires a multi-faceted approach:
First, we must integrate experiential learning opportunities throughout our curriculum. While maintaining academic standards, schools must create diverse learning experiences that develop well-rounded individuals. It's crucial to understand that academic excellence alone doesn't guarantee success in life – social adjustment and practical skills must be deliberately cultivated.
Second, schools must actively nurture future professionals by developing essential workplace capabilities that support successful school-work transition. This includes collaborative skills, emotional intelligence, and leadership abilities. These competencies can only be left to chance or delayed once students enter their careers. Instead, they require active cultivation through structured opportunities for teamwork, mindfulness practices, and communication exercises, with schools and parents playing crucial roles in this development.
Third, to the extent possible in our school units, we need to revolutionise our assessment methods. Traditional examinations should evolve into more authentic, application-based evaluations that challenge students to think creatively and solve real-world problems. Where possible and within the confines of the nationally-mandated assessment frameworks, school-level and classroom-based assessments should push students beyond their textbooks, encouraging them to develop innovative solutions to complex situations.
The ultimate goal is to develop self-directed learners who are prepared for exams and life. This requires schools to strike a careful balance between academic excellence and practical capability, creating graduates who are knowledgeable, adaptable, emotionally intelligent, and ready to face future challenges.
What are the 3 things in a teacher that exceeds the expectations for you?
Today's teachers demonstrate an extraordinary capacity to understand and respond to individual student needs. Their ability to create psychologically safe spaces and gauge unseen challenges marks a significant evolution from two decades ago. They excel at crafting differentiated learning strategies that ensure each student feels valued, engaged, and supported. This deep understanding of student well-being has become fundamental to effective teaching.
Teachers have shown remarkable adaptability, particularly during the COVID-19 pandemic. Despite limited experience with technology, they successfully pivoted to virtual instruction, reimagining the entire learning experience through a digital lens. This demonstrated technical competence and a powerful growth mindset – they didn't just survive the transition; they used it as an opportunity to innovate and enhance their teaching practices.
Some of today’s teachers have transformed into holistic mentors who integrate academic instruction with emotional and psychological support. They maintain a sophisticated awareness of how family dynamics and external factors impact classroom performance and student well-being. This dual role as academic practitioners and psychological thinkers enables them to build crucial life skills like self-awareness and resilience in their students while maintaining academic excellence.
What would you define as 'key goals' for a teacher in today's rapidly changing world?
Teachers must first embrace and model lifelong learning, demonstrating that education is a continuous journey of adaptation rather than a destination. This mindset is crucial as it guides students through interdisciplinary learning experiences. Moving beyond isolated subject teaching, teachers need to help students discover and understand the interconnections between different disciplines, encouraging them to reflect on how various subjects intersect and complement each other. In our uncertain world, they must build students' capacity to learn, unlearn, and relearn, fostering intellectual flexibility beyond traditional content delivery.
Teachers play a vital role in developing students' ethical framework in our rapidly advancing technological world. They must help students navigate complex moral decisions, particularly when right and wrong aren't clearly defined. For instance, in technology, students need to understand the ethical implications of their actions and choices, learning to differentiate between responsible and irresponsible use of their skills. This balanced approach ensures that students maintain strong interpersonal skills while leveraging digital tools.
A fundamental goal for teachers is fostering genuine happiness and contentment in students, which is particularly challenging in our era of instant gratification. This involves helping students build a deeper understanding of personal fulfilment and teaching them to find joy in learning and growth rather than immediate rewards. Building student agency is also a key goal for teachers today. Teachers need to develop learners who can take ownership of their learning journey, set and monitor meaningful goals, and recover and learn from setbacks.
Finally, teachers must cultivate global citizenship in their students. This means developing learners who can think critically about world events beyond social media headlines, develop rational, impartial perspectives on global challenges, understand their roles and responsibilities in our interconnected world, and appreciate diverse cultures and viewpoints while maintaining their identity in this increasingly complex and dynamic global society.
As a leading educator, what are your thoughts on teacher wellness and the importance of a 'happy teacher'?
Teacher wellness is fundamental to educational excellence and must be recognised as a strategic priority in schools that few prioritise. The connection is clear: a happy teacher creates a happy classroom and fosters a transformative learning environment. This isn't just an idealistic notion – it's a crucial pedagogical factor that directly impacts student outcomes and school culture.
Teachers face unprecedented challenges in today's educational landscape, including chronic stress, emotional and physical exhaustion, and potential burnout. These factors directly influence teaching quality and school/teacher attrition rates. As school leaders, we must acknowledge that teacher wellness isn't merely about preventing negative outcomes; it's about consciously promoting positive experiences for our educational community.
Professional growth and support must be approached holistically. Schools must create meaningful professional development opportunities that enrich rather than burden teachers. This includes establishing clear pathways for advancement, providing structured collaboration time, and ensuring teachers feel valued as lifelong learners. The professional development offered should be purposeful and responsive to teachers' needs, helping them grow while managing their workload effectively.
Physical and emotional well-being require concrete support systems. Schools must invest in regular health check-ups, ensure ergonomically designed and well-ventilated workspaces, and promote physical wellness. We cannot assume teachers inherently prioritise their wellness – schools must actively create opportunities for 'me time,' recreation, mindfulness, and meditation programs. These initiatives should be woven into the academic calendar, not treated as optional extras.
Creating a supportive school culture is equally crucial. This means fostering an environment where teachers feel genuinely appreciated and recognised, with transparent systems and processes rather than relying on informal communication. Peer support groups, mentorship programs, and regular wellness workshops should be integral to school operations. Work-life balance initiatives and financial wellness programs demonstrate a school's commitment to teachers' overall well-being.
The role of school leadership is paramount in this effort. Leaders must genuinely believe in and actively champion teacher wellness, creating forums for teachers to voice concerns and contribute to school decisions. This includes regular review of administrative tasks to eliminate unnecessary burdens, providing adequate support staff, and setting realistic expectations about workload and communication responsibilities.
Schools invest in their most valuable resource by prioritising teacher wellness through comprehensive programs and cultural shifts. A well-supported teacher brings more energy, creativity, and emotional availability to their classroom, creating a positive cycle that benefits the entire school community. This investment in teacher wellness isn't just about maintaining staff satisfaction – it's about making the conditions necessary for exceptional education to flourish.
You have been a teacher, a principal and an institution builder. What has been your biggest take away in each of these roles you have played?
As a teacher, my foundational experiences shaped my understanding of education's true essence. Every child brings unique knowledge and potential to the classroom, making each teaching experience distinct and valuable. This belief led me to approach every class with genuine optimism and adaptability, always ready to adjust my strategies to meet diverse learning needs. I took pride in creating engaging learning environments through storytelling and relevant examples while maintaining emotional balance by leaving personal concerns outside the classroom door.
My transition to principalship was enriched by my teaching background, enabling me to empathise deeply with classroom challenges. This experience informed my leadership style, which emphasised collaboration over hierarchy. I focused on creating an environment where teachers felt empowered to innovate while receiving constructive feedback and support. A key principle of my leadership was maintaining balance – recognizing academic excellence while ensuring it didn't overshadow holistic development. Perhaps most importantly, I consistently worked to keep our school's founding values and philosophy at the forefront, ensuring all stakeholders understood and embodied our institutional mission.
As Director overseeing multiple institutions, my role has evolved to encompass a broader strategic vision while maintaining strong connections with our educational community. This position has allowed me to dream bigger and implement more ambitious initiatives across our schools. Despite the expanded scope, I've maintained personal connections through monthly newsletters and regular meetings with teaching staff. A significant focus has been alumni engagement, leveraging their expertise to enrich our educational programs.
One of my most crucial responsibilities as Director has been succession planning. I believe strongly in developing leadership from within our institutions, carefully identifying and nurturing potential leaders among our staff. We've implemented a structured approach to leadership development, creating pathways for promising teachers to transition into management roles while maintaining their teaching connections gradually. This ensures our schools' leadership remains deeply rooted in-classroom experience while possessing the necessary administrative skills.
This journey from teacher to Director has reinforced my belief that educational leadership is about building bridges – between theory and practice, tradition and innovation, and most importantly, between all members of our school community.
What advice do you give teacher with below 5 years of experience on how to plan their career?
The evolving educational landscape demands strong self-leadership from teachers, particularly those in their early career stages. In their first five years, teachers should focus on developing a proactive approach to their professional growth that extends beyond classroom management.
Self-leadership is fundamental to professional development in education. It starts with cultivating a reflective mindset, as John Hattie's concept of micro-teaching emphasises. Teachers must view themselves as active evaluators of their impact on student learning, consistently analysing their teaching effectiveness and making necessary adjustments. This self-reflection becomes the foundation for meaningful growth and adaptation.
While abundant learning resources exist in today's digital age, navigating this landscape can be challenging for new teachers. I strongly encourage early-career educators to build mentorship relationships with experienced colleagues and school leaders. These relationships provide invaluable guidance in filtering and selecting quality resources that align with specific teaching contexts and curriculum requirements.
For long-term career development, new teachers should explore various roles within the educational ecosystem after establishing a solid foundation in classroom teaching. This might include experimenting with different responsibilities such as grade-level coordination, curriculum development, or specialised program management. This exploration helps identify areas of interest and potential career paths while comprehensively understanding school operations.
The key is to intentionally approach these early years – balancing immediate classroom excellence with strategic professional development. Success comes from seeing these first five years not just as a period of survival but as a time for laying the groundwork for a rich and evolving career in education.
One important dimension in modern education is 'teacher as a learner'. What advise do you give young teachers in this regard?
In today's rapidly changing world, schools function as learning organisations where teachers must be adaptable and open to continuous improvement. Constant learning isn't just beneficial – it's essential for educational excellence. Young teachers should focus their development in three key areas. First, pedagogical growth requires staying current with teaching methodologies while focusing on what works for students. Let classroom experiences and student engagement guide your learning journey. Second, content mastery must evolve with changing times – connect with experts, engage in professional reading, and continuously deepen your subject knowledge and upskill teaching skills. Third, digital fluency should be approached strategically, developing a critical understanding of how technology enhances learning outcomes rather than chasing every new trend.
Your message for teachers and educators…
Your impact extends far beyond academic lessons – you are the architects of the future. While test scores matter, your true influence shapes values, critical thinking, and character in young minds.
Stay passionate about teaching, but prioritise your wellbeing. Embrace learning and innovation at your own pace – small, consistent steps often create the most lasting impact. Build supportive relationships with colleagues and celebrate shared successes.
Remember: when you enter your classroom daily, you're not just teaching subjects but inspiring dreams and creating possibilities. Your dedication to shaping the future, one student at a time, makes your role invaluable to society. Your impact often reaches far beyond what you can see at the moment.
Keep nurturing both your students and yourself, as what you do matters immensely.