# data[].attributes.body
Relationship with schools , teacher's are executing language framework , open to learn , school teachers having a vision , feeling of safety in the team members or in community , approach with which we work with stakeholders , openness in sharing

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Approach with which we are constantly trying to build safe spaces for our stakeholders n for each other.

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- Infrastructure is a strength of Delhi govt. schools (comparatively)
- Teachers- Understanding , empathy that they have for each other (support each other when in need)
- With certain sections of parents, where relationship has been established, openness is there
- We as partners, have strong understanding of the gap and needs of each stakeholder
- SEF as a community- different verticals are working collaboratively, student centricity is highly prioritized (our work culture)

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Building empathy , collaborative mindset , self awareness, reflection practice ,holistic development,  foundational learning

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How are building safe spaces for childen?

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Foundational Learning of literacy & Numeracy in our children.

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- Pause and think- reflection is the key (for all)
- Head, hand, heart and soul- student vision- collaborative effort (approaching with collaboration)
- Love for learning - continuous learning
- Passion and commitment
- Authenticity, safety in our culture
- Empathy (students being empathetic towards each other)

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Modelling lessons for educators- teacher practices
Implementation of ECCE based curriculum
Co planning opportunities
Safety practices being introduces in schools
Mission Buniyaad - Govt. initiated intervention to bridge learning gaps in children.
Learning opportunities for educators in the form of workshop
Connection & well being spaces for educators
Mid day meal in govt school

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Supporting teachers - Modelling , with co-teaching, one-one planning.

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Room 3 (Shruti, Shrutika, Shrishti, Srinidhi, Saloni)

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Room 3 (Shruti, Shrutika, Shrishti, Srinidhi, Saloni)

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Uttarakhand
- Strong know how of communities on part of teachers, long history of teachers in same school/ community
- Student-teacher relationship more than what it is. Teacher plays the role of caregivers.
- Child shares strong relationship of trust on a sibling or one other member of family
- Relationship among students - not so learning centric but high engagement, interaction, strong bonds among peers.
- Teachers from same region, therefore local language usage in teaching learning processes is strong
- SEF-school relationship - PLC established strong

Delhi
- Teachers knowledge of context and relationship with students
- Relationship between SEF and school stakeholders built on foundation of trust
- Culture of appreciation
- Good infrastructure in schools - have internet, computers, vibrant walls
- High rigor in topics across school leaders to teachers which can be leveraged by external partners (ex: PLC building potential)
- Willingness to try new things, openness to partnerships

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Mission Buniyaad - Govt. initiated intervention to bridge learning gaps in children.

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Connection & well being spaces for educators.

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Mid-day Meal - Govt. led program

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- Language framework being implemented in high support classrooms
- Holding spaces focusing on safety for all stakeholders
- Data-driven conversations with HMs
- Modelling / co-executing SV aligned practices in classrooms along with educators
- School management committee's have been formed in all schools and are being strengthened
- Driving safety practices using experiential learning, with small groups
- FLN, Buniyaad curriculum, push from govt.

# data[].attributes.headline
Room 3 (Shruti, Shrutika, Shrishti, Srinidhi, Saloni)

# data[].attributes.subject
Room 3 (Shruti, Shrutika, Shrishti, Srinidhi, Saloni)

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- Elements of the student vision (embodied for all SEF folks, stakeholders and students) Creativity, Collaboration, Critical Thinking, Empathy, Grit
- Safety culture (for all)
- Student centric planning, decision making and action
- Inclusive culture
- Foundational literacy and numeracy

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- Student vision tool and aligned adult indicators
- Integrated curriculum
- Pamphlets- using these to share learnings, practices, etc.
- Improving and leveraging SMCs to empower families and strengthen relationship with the school
- Collaborating with the government and strengthening the system from within

# data[].attributes.headline
Room 3 (Shruti, Shrutika, Shrishti, Srinidhi, Saloni)

# data[].attributes.subject
Room 3 (Shruti, Shrutika, Shrishti, Srinidhi, Saloni)

# data[].attributes.body
Delhi
- High support classrooms - Language framework
- Mission Buniyaad in primary schools
- Safety sessions with families
- Data driven conversations with principals
- Building culture of appreciation and celebration

Uttarakhand
From SEF
- Safety conversations with HMs (how it should look like in classrooms), modelling safety practices
- Community engagement in patches
- Modeling pedagogic practices

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Uttarakhand:
From government:-
Sampoorn Foundation- foundational literacy
Happiness Curriculum

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Collaborative approach - collaborating with building communities of practice to share and exchange ideas and even beyond that
Involving communities in the learning
Integration of  SEL based curriculum
One on one spaces with educators to build belief systems -
Experiential spaces to unpack their belief systems , self or just to know each other
Building a culture of reflection

# data[].attributes.headline
Room 3 (Shruti, Shrutika, Shrishti, Srinidhi, Saloni)

# data[].attributes.subject
Room 3 (Shruti, Shrutika, Shrishti, Srinidhi, Saloni)

# data[].attributes.body
- Partnership leading to stronger buy-in from MCD officials (strengthening government relationships)
- Language curriculum
- Collaborative communities (including families, schools, govt stakeholders) towards building safety in home and schools
- Having manpower to support admin work in schools to mitigate the need for teachers to be out of class
- Research-based frameworks on educational leadership
- Model of schools as Learning Organisations (where student learning is not the only focus but all stakeholders come together and learn)
- Pre-service teacher education should equip teachers and school leaders with reflective practice, openness and willingness to learn as pre-requisite abilities/ values
- Evidence/ proof of concept to show sense of possibility (ex: through a model classroom in each school)