At Government Upper Primary School in Dhenkanal, Odisha, education is not just a duty it’s a collective mission led by a determined and inspiring leader. Sujata Panda, the Head Teacher of the school, has transformed a once ordinary school into a thriving center of joyful learning and teacher collaboration. 

A Journey Rooted in Inspiration and Resilience

Sujata’s calling to education began early, inspired by her uncle, a President’s award-winning teacher known for his passion for Math and Science. His dedication to teaching left a deep impression on Sujata. Following in his footsteps, Sujata pursued teaching with purpose, though the early years as a teacher were far from easy.

As a young woman entering the profession, Sujata faced doubts and resistance from peers who questioned whether she could create a real impact. But her commitment towards education and deep-rooted belief in its power kept her going. Over time, she not only proved her capabilities but also rallied the village around the cause of quality schooling, laying the foundation for a supportive and engaged school community.

Shifting Toward Joyful and Engaging Classrooms

Under Sujata’s leadership, classrooms at her school have become more welcoming and student-centered. 

Sujata says, ‘Earlier, children were hesitant to talk to their teachers; now, they are more interactive, more open the fear they had is now vanishing.’

The shift toward joyful and engaging learning, supported by the state’s focus on Foundational Literacy and Numeracy (FLN), has improved classroom dynamics. Stronger student-teacher relationships and a friendlier environment have led to better participation and improved attendance, especially in the early grades.

Equipping Teachers to Lead the Change

As Headmistress, Sujata plays an active role in academic planning. She ensures that teachers begin each year with a clear action plan and encourages the use of Teaching-Learning Materials (TLMs) in lesson planning to make concepts more accessible and enjoyable.

To support the adoption of updated pedagogies, TLM workshops are regularly organised at the block, cluster and district levels. These workshops allow educators to learn from one another, share what’s working and adapt new methods to local contexts.

Sujata also emphasizes the value of Monthly Cluster Meetings (MCMs)—a state-mandated practice in Odisha. Held on the third saturday of every month, these meetings bring together Head Teachers and teachers of Grades 1 to 3 from all schools within the cluster.

These gatherings are not only focused on professional development but also celebrate teacher efforts. Recognition by the Cluster Resource Centre Coordinator (CRCC) helps boost morale and creates a culture of appreciation among peers.

Data-Driven Practice and Student Tracking

Sujata believes in the importance of tracking learning outcomes consistently. Her school maintains a weekly tracking system where learning progress is documented meticulously, right down to the date when a specific outcome is achieved by each child. This structured monitoring approach helps teachers identify learning gaps early and adjust their strategies. Over her 27 years of service, Sujata has seen a tangible impact.

‘The dropout rate has declined significantly, when schools are well-planned and children are supported, children stay, learn and grow.’ she says

Sujata Panda’s leadership is a compelling example of how schools can thrive when Head Teachers guide with clarity, compassion and structure. Her story reflects the strength of Odisha’s systemic efforts in foundational learning, where collaboration, planning and accountability are helping every child move forward.