Seema Vats leads with reflection, empathy, and quiet inner discipline.
About the School and Principal
NPV Primary School, Nangloi, serves 500 students and is supported by 20 teachers. Seema Vats has led the school for four years and has been a facilitator in Creatnet Education’s principal leadership program for two.
She describes her journey as “Behtar se Behtareen ki oor”, “From better towards best.” Before the program, she recalls feeling distracted, stressed, and stretched across personal and professional demands. Leadership felt reactive. The shift, she says, was inward. The program did not just build her skills. It healed her from within.
Impact of the Principal Leadership Program
The program did not just improve my leadership. It healed me from within. When I changed inside, my school changed with me. – Seema Vats
Seema ji calls her selection into the program a life-changing moment.
She shares that before the program, she was carrying stress and distraction. Through peer learning sessions and reflection, she learned to pause, to organise her thoughts, and to truly hear others. Relationships with teachers strengthened. Collaboration deepened.
The transformation was inward, and from that inward change, her leadership practice shifted.
The Inner Shift
Seema ji begins each day with a nature walk and gardening. She reads Hindi literature and spiritual texts, practices mindfulness, and keeps a daily planning diary. These rituals anchor her.
She shares that earlier, she reacted quickly. Now, she listens longer. Earlier, she focused on getting things done. Now, she focuses on how people feel while getting things done.
The shift, she says, is simple but powerful: becoming more organised externally required becoming more centred internally.
Supporting Teachers’ Personal Growth
Her inner work is visible in how she engages her staff.
She checks in with teachers not only about lesson plans, but also about their well-being. If someone is struggling, she speaks privately, listens deeply, and offers guidance without public criticism. Improvement conversations happen one-on-one; appreciation is offered both personally and publicly.
Teachers describe her office as open. Conversations are eye-to-eye, and trust is built consistently.
Classroom observations are regular, but reflective rather than fault-finding. She pays attention to student grouping, questioning patterns, use of TLM, and learning levels. Feedback is collaborative. Responsibility is shared.
Leadership roles such as Midday Meal and student leadership programs rotate among staff, building ownership and confidence. Decision-making is consultative. Even when she decides, she listens first.
Teachers experience Seema ji as a steady presence.
Inner Leadership in Action
At day’s end, she stands at the staircase to greet each child with a high-five, handshake, or hug, depending on their comfort. She believes children need a reason to come to school. Feeling seen is that reason.
She nurtures student leadership. Teachers lead assemblies. Teacher peer groups strengthen belonging. Beneath these structures lies a simple practice: connection before correction.
Through PLDP cluster sessions, she learned to reflect deeply and engage openly with peers. Relationships strengthened. Trust grew.
Her goals are clear: increase Medhavi scholars (for full tuition fee aid for UG courses), strengthen enrollment, and continue growing as a leader who listens before leading.
For Seema ji, inner clarity has become institutional strength.