Shipra Yadav
Development Team Lead | ASLT | SPDL | The Growth Architect
Q1. Shipra, can you take us through your professional journey — from your early beginnings to becoming a Development Team Lead?
I began as a teacher, with a passionate desire to do good for children—not just teach them, but really understand what it means to make them feel heard, understood, and self-assured. Over time, that passion blossomed into a genuine sense of calling. I took on roles where I could build learning experiences that
extended well beyond the edges of texts—such as leading Model United Nations, producing TEDx, and developing the Moral, Social, and Cultural (MSC) curriculum from scratch. Every experience I’ve had has moulded me and formed me as a leader and as a mentor. Becoming a Development Team Lead wasn’t just a matter of titles; it was actually about building environments where students and teachers could succeed together. And I have adhered to that at every opportunity.
Shipra Yadav
Development Team Lead | ASLT | SPDL | The Growth Architect
Q1. Shipra, can you take us through your professional journey — from your early beginnings to becoming a Development Team Lead?
I began as a teacher, with a passionate desire to do good for children—not just teach them, but really understand what it means to make them feel heard, understood, and self-assured. Over time, that passion blossomed into a genuine sense of calling. I took on roles where I could build learning experiences that extended well beyond the edges of texts—such as leading.
Model United Nations, producing TEDx, and developing the Moral, Social, and Cultural (MSC) curriculum from scratch. Every experience I’ve had has moulded me and formed me as a leader and as a mentor. Becoming a Development Team Lead wasn’t just a matter of titles; it was actually about building environments where students and teachers could succeed together. And I have adhered to that at every opportunity.
Q2. You have experience across training, administration, leadership, and advertising. How have these diverse roles shaped your approach to work today?
These diverse experiences gave me distinct insights. Advertising taught me how to communicate well and creatively—the skills I continue to incorporate in my lesson
planning and leadership. Administration grounded me in the power of systems and structure. Leadership allowed me to build authentic connections with individuals and understand what support actually looks like in action. Training gave me a sense of patience and being purposefulness. It is this blend, I believe, that allows me to see the broad picture and keep the people in it in focus.
Q3. What were some key turning points or challenges in your career that defined who you are professionally?
A key turning point was being trusted to design the MSC curriculum. It was a blank page — and I was tasked with writing on it. That project taught me about my leadership voice and my enthusiasm for designing student experience in an integrated manner. The other moments of definition weren’t dramatic — they were the daily fight of coping with challenging behavior, navigating expectations, and being present with consistency and heart anyway. Those were the moments that taught me about resilience, and more importantly, compassion.
Q4. You mentioned being passionate about mutual respect and institutional growth. Can you share how you bring that into practice in your current role?
To me, respect for one another is the very foundation of any working relationship, whether with a five-year-old or a veteran colleague. I live this in practice by listening attentively, treating others equitably, and entering each circumstance with empathy-even when it is difficult. When we talk about institutional development,
I am keen on developing systems that empower others: student leadership systems, lesson planning systems, PD pathways — systems that make people feel empowered, not compliant. Growth needs to feel like ownership, not obligation.
Q5. What does leadership mean to you, especially when working across sectors and with varied teams?
For me, leadership is a matter of alignment, not a matter of authority. It’s a matter of knowing the vision and bringing others to dis over their place within it. I believe that an effective leader need not know all the answers, but instead, ask the right questions, hold the right space, and trust the process. Whether I am leading students, teachers, or professionals in some role, I lead through demonstrating and not dictating. I believe strongly in firm gentleness, clarity with kindness, and always leading with a purpose.
Q6. Tell us about your educational background. How has it influenced your thinking and values in the professional space?
To me, education has always been about more than obtaining a qualification; it has been an integral part of who I am. My gold medal in my Master’s programme was not merely a standard of academic excellence; it reinforced my faith in the values of hard work, discipline, and quality learning. It also imparted the lesson that if one strives for excellence, it encourages others to do likewise — a lesson I have carried to each classroom and each leadership role I have subsequently held. Outside of formal education, I’ve also invested in ongoing professional development — not from a sense of duty, but because I’m a firm believer in remaining current, connected, and competent. From my PGCE through Leeds Beckett University to AI for Educators (National College, Magic School Level 4, Seesaw Pioneer) certifications and management fundamentals courses from Wharton Online, I’ve endeavored to remain curious and contemporary. I have also dived into training focused on innovation, digital literacy, and curriculum design, which has allowed me to bridge conventional pedagogy and the changing needs of education. This continuous journey has had a profound impact on my professional values. It is the reason I drive evidence-based practice, foster reflective practice, and promote the same in others — students and colleagues alike — as lifelong learners. My journey provides me with the confidence of knowledge with the modesty to keep developing. Throughout all of this, at its core, is the conviction that education is never a completed task — it’s a continuous, living process.
Q7. As someone who empowers growth and development, how do you stay motivated and continue to learn?
For me, development is more than just doing a job; it’s an attitude. I energize my motivation by nourishing both my curiosity and creativity. My reading covers a wide rang —from research reports and leadership journals to books that confront new ways of thinking. This continuous exposure to the written word keeps my mind fresh and my vision expansive. In the meantime, I strongly subscribe to developing the mind through the body, which is precisely why I box. It is not just fitness for me; it focuses my concentration, builds discipline, and teaches me the mental sharpness to deal with high-pressure situations. It reminds me to be grounded and resilient.
Photography, on the other hand, is my creative outlet. It provides me with an opportunity to step back and appreciate the beauty of everyday nuances—a habit that filters into my professional practice. Whether I’m building a lesson or planning a project, that creative mindset helps me think outside the box and add more depth to the experience. In brief, I nurture my curiosity to facilitate learning, remain sharp through activity, and become inspired through attention. This set of habits grounds me and energizes me, and it works well for me both as a learner and as a leader.
Q8. Is there a personal motto or guiding philosophy you live by, especially when things get tough?
Yes — “Show up. Kindly. Bravely”. That sentence has stayed with me through so many seasons of life. No matter how overwhelming a circumstance may be—a challenging student, a career crisis, or one of those never-ending days—I have learned that half the struggle is in just showing up with integrity and dignity. Kindness, even in the face of none in return, and bravery, even during times of fear, have always led me forward.
Another assumption that I cherish is the following You don’t rise to the level of your goals — you fall to the level of your systems. It’s a strong reminder that consistency is more valuable than occasional brilliance. If the path forward is uncertain, I’m reminded to return to my systems — my habits, my reflective practices, and my good people. They provide the clarity I need to begin again. When things get particularly tough, I remind myself of the mantra You can’t pour from an empty cup. So, I don’t begrudge
taking a step back, recharging, and returning stronger—whether with a long walk, travel, photography, or just having a quiet moment with a book. In the end, I lead and live by values — empathy, clarity, resilience, and purpose. Even when things feel uncertain, those values never fail me. They help me choose my response, build relationships, and stay true to who I am — in work, in life, and in leadership.
Q9. Finally, what’s next for Shipra Yadav — any new goals, dreams, or projects you're excited about?
Chapter two of my project is all about scaling impact. Over the last several years, I have been involved in building student-led platforms, creating curricula, and developing leadership capacity in schools. But now I would like to expand that work, go deeper, and be more future-oriented in my thinking. One of my highest near-term priorities is to work with teachers on integrating AI into their teaching effectively. I have begun to do this already through certification and small group trainings, but I
would like to expand this into organised professional development — helping educators to see AI not as a threat, but as a tool to personalise learning, reduce workload, and amplify student thinking. I’m currently pursuing Train the Trainer certifications in AI for Educators and envision developing training models that are accessible, practical, and grounded in real classroom situations. My goal is to bring AI into the reach of everyone, not just computer specialists. In addition to this, I am also strongly drawn to working at the policy level, specifically in India. I have been closely following the developments in the National Education Policy (NEP), seeing an opportunity to play an important role, possibly as an advisor or consultant, in shaping the direction of education in the next ten years. Whether it’s the infusion of 21st-century skills, teacher well-being, or the inclusion of AI literacy in the national curriculum, I long to be a part of both the conversation and the implementation. I think that India is at a critical juncture in the world of education reform, and it would be an honour to be able to contribute to that vision, learning from international practices as well as grassroots realities. Personally, I am eager to write more — perhaps a reflective guidebook for novice teachers or a contemplative essay on leadership in our ever-evolving schools. I also look forward to continuing to travel and photograph, for it is in the still moments of observation that I am reminded of what matters most. Indeed, what is yet to be is ambitious but firmly grounded in intention: empowering educators, reshaping systems, and creating a future of learning that is inclusive, innovative, and human-centred.