BEQUEATHING A LEGACY

IGNITING RESPONSIBILITY THROUGH LEADERSHIP

Kezevinuo Krome’s association with GHS Kikruma began in 2023 when she joined as the Assistant
Headmistress (AHM). At that time, the school was deteriorating and it was marked by poor
coordination, a lack of leadership, weak parent–teacher partnership, and low motivation among
both teachers and parents. Overcoming the obstacles, she strived along with her colleagues and
the community leaders to breathe new life into the school with a clear vision and determination.
Over the years, she has successfully guided the school towards transformation and growth.

Her path to leadership did not begin smoothly. She admits that she was “totally blind” as an
administrator when she first entered the school. However, attending the one-month School
Leadership Development Programme (SLDP) training at SCERT proved to be transformative.
“That was my turning point,” she recalls. Through that training, she learned the responsibilities,
skills, and outlook required of a school leader. Equipped with new confidence and clarity, she
returned to the school determined to rebuild it from the ground up.

Igniting Community Accountability

For several years, the school functioned without an active School Management and Development
Committee (SMDC). Upon joining the institution, Kezevinuo’s foremost priority was to build a strong and united team involving teachers, staff, parents, and community leaders. Recognising that a school cannot function effectively without community support, she took immediate steps to restore collaboration and structure. She first convened a staff meeting to collectively review the school’s condition and shared her vision for revitalising its long-neglected administrative and academic systems.

Identifying the absence of a Parent-Teacher Association

(PTA) as a major gap, Kezevinuo called a parent- teacher meeting and emphasised the importance of parental involvement, leading to the formal formation of the PTA on 3 August 2023. Subsequently, a meeting with village and community leaders resulted in the successful constitution of the SMDC in the same month. It was here that the Action Plan for the second
instalment of Performance Incentive Grants (PIG) was also tabled, marking a crucial step toward shared responsibility and accountability.

Another major challenge was the steady decline in student enrolment. To address this, she
conceptualised a children’s recreational park within the school premises for children below four
years. For this purpose, an old building that was lying unused was transformed with financial
support from NECTAR’s Performance Incentive Grant (PIG). Despite opposition from some
community members, she remained firm, stating, “First, let us build something that improves
the learning environment.” With this clear vision, the partition walls were dismantled, and the
structure was repaired and repainted, transforming it into a joyful, child-friendly space. Due to
financial limitations, teachers volunteered after school hours and worked alongside a few skilled
workers. Through collective effort and cooperation, the initiative was successful.

Under her leadership, infrastructural improvements extended beyond the park. She supervised
the enhancement of the Pre-Primary classrooms, integrating educational materials such as a
TV provided by Samagra Shiksha and teacher-contributed learning aids. With the help of the
Agriculture Vocational Teacher, she also assisted in setting up a functioning Agri Lab using
available funds. Additionally, with funds from PIG, she facilitated the renovation of a science lab
and she also oversaw the renovation of the school’s aging buildings, including doors, windows,
floors, and walls, with the help of carpentry instructors, staff, and a one-day free service by the
students’ parents.

Financial constraints were a recurring challenge. Initially, Kezevinuo contributed from her personal
savings, and later, teachers also provided monetary support. To manage daily expenses during
renovation work, the teachers took turns each day to provide meals for workers. All the activities
were managed using PIG funds, as this was the only amount available to the school. The children’s
playroom was largely developed through the contributions of teachers and free service offered
by students’ parents. Additionally, the Students’ Union of Kikruma village voluntarily offered
help. The Village Development Board (VDB) also supported the initiative by providing a vehicle
for transporting goods from Pfutsero town.

Believing strongly that a child’s early years form the foundation for future learning, she prioritised
strengthening the Primary and Pre-Primary levels. She introduced activity-based learning
methods, made English speaking compulsory, and organised subject-focused events. When
students expressed difficulty with Mathematics, she launched “Mathematics Day”, during which
concepts were taught through games to reduce fear and build understanding. Events such as
Sports Week, Teachers’ Day, Parents’ Day, Cultural Day, and “Blackless Day” were organised to
create a more colourful and enjoyable environment to promote holistic development.

Overcoming Hurdles

One of the most challenging hurdles Kezevinuo confronted was when she visited the Nagaland
Board of School Education (NBSE) office in 2023 to collect Class 8 registration cards. She was
unaware that for the past four to five years, the school had failed to cooperate with NBSE, and
that registrations and results for Classes 8, 9, and 10 had not been handled properly. To her
surprise, officials informed her that owing to negligence by the school, a letter had been sent to
the Principal Director. As a result, the school was on the verge of derecognition.

Kezevinuo immediately undertook corrective action and worked diligently to restore proper
records and compliance. When she joined in 2023, the Class 10 batch had around 14 students.
While many of them completed and moved on, those who could not make it did not return.

As enrolment was on the decline, she and her team made every effort to increase admissions,
visiting students’ homes, meeting village leaders, and collaborating with student bodies to
encourage enrolment. By 2025, the school saw significant growth, with 38 new enrolments
across Classes A to 10. The children are now thrilled and love coming to school. Children began
speaking in English with confidence. Community involvement became strong and consistent.
Teachers regained motivation, reflecting the positive impact of her leadership.

Bequeathing a Legacy

Beyond her administrative accomplishments, lies a personal story of courage. Having lost her
father, who was a teacher, she embraced his teachings that the profession could be a blessing or
a curse. She chose to serve with dedication, humility, and selflessness—qualities that shaped her
leadership and earned the respect of teachers, parents, and the community. She wants the school
to have a strong and lasting foundation, especially at the primary level. Though she is retiring
soon, her impact will continue to guide the institution. Before leaving, she urged the staff and
community to sustain the progress achieved, particularly in strengthening foundational learning.