{"id":8524,"date":"2025-12-15T14:12:48","date_gmt":"2025-12-15T08:12:48","guid":{"rendered":"https:\/\/www.ebtd.education\/?page_id=8524"},"modified":"2025-12-17T10:09:21","modified_gmt":"2025-12-17T04:09:21","slug":"%e0%a6%a8%e0%a7%87%e0%a6%a4%e0%a7%83%e0%a6%a4%e0%a7%8d%e0%a6%ac-%e0%a6%aa%e0%a6%b0%e0%a6%bf%e0%a6%ac%e0%a7%87%e0%a6%b6-%e0%a6%97%e0%a6%a0%e0%a6%a8-%e0%a6%95%e0%a6%b0%e0%a7%87","status":"publish","type":"page","link":"https:\/\/www.ebtd.education\/bd\/%e0%a6%86%e0%a6%ae%e0%a6%be%e0%a6%a6%e0%a7%87%e0%a6%b0-%e0%a6%b8%e0%a6%ae%e0%a7%8d%e0%a6%aa%e0%a6%b0%e0%a7%8d%e0%a6%95%e0%a7%87\/%e0%a6%ac%e0%a6%be%e0%a6%82%e0%a6%b2%e0%a6%be%e0%a6%a6%e0%a7%87%e0%a6%b6%e0%a7%87-%e0%a6%b6%e0%a6%bf%e0%a6%95%e0%a7%8d%e0%a6%b7%e0%a6%be%e0%a6%b0-%e0%a6%aa%e0%a6%b0%e0%a6%bf%e0%a6%ac%e0%a7%87%e0%a6%b6\/%e0%a6%a8%e0%a7%87%e0%a6%a4%e0%a7%83%e0%a6%a4%e0%a7%8d%e0%a6%ac-%e0%a6%aa%e0%a6%b0%e0%a6%bf%e0%a6%ac%e0%a7%87%e0%a6%b6-%e0%a6%97%e0%a6%a0%e0%a6%a8-%e0%a6%95%e0%a6%b0%e0%a7%87\/","title":{"rendered":"\u09a8\u09c7\u09a4\u09c3\u09a4\u09cd\u09ac \u09b6\u09c7\u0996\u09be\u09b0 \u09aa\u09b0\u09bf\u09ac\u09c7\u09b6 \u0997\u09a0\u09a8 \u0995\u09b0\u09c7"},"content":{"rendered":"\n\t\t<div id=\"fws_69fe09495b801\"  data-column-margin=\"default\" data-midnight=\"dark\"  class=\"wpb_row vc_row-fluid vc_row\"  style=\"padding-top: 0px; padding-bottom: 0px; \"><div class=\"row-bg-wrap\" data-bg-animation=\"none\" data-bg-animation-delay=\"\" data-bg-overlay=\"false\"><div class=\"inner-wrap row-bg-layer\" ><div class=\"row-bg viewport-desktop\"  style=\"\"><\/div><\/div><\/div><div class=\"row_col_wrap_12 col span_12 dark left\">\n\t<div  class=\"vc_col-sm-12 wpb_column column_container vc_column_container col no-extra-padding inherit_tablet inherit_phone \"  data-padding-pos=\"all\" data-has-bg-color=\"false\" data-bg-color=\"\" data-bg-opacity=\"1\" data-animation=\"\" data-delay=\"0\" >\n\t\t<div class=\"vc_column-inner\" >\n\t\t\t<div class=\"wpb_wrapper\">\n\t\t\t\t\n\t<div class=\"wpb_raw_code wpb_raw_html wpb_content_element\" >\n\t\t<div class=\"wpb_wrapper\">\n\t\t\t<!-- ===============================\r\n  EBTD | Climate for Learning \u2013 Bangladesh (BD)\r\n  Foundation page: Leadership deliberately shapes the climate for learning\r\n  URL: \/about-us\/ebtd-foundations-of-a-climate-for-learning-in-bangladesh\/leadership-shapes-climate\/\r\n  Notes: Scoped styles only; consistent with main hub; no numbering; anti-checklist framing; fully-clickable cards.\r\n  Update: Inserted final approved content + expanded ecosystem section with prompts + provided EBTD resource links.\r\n=============================== -->\r\n\r\n<script type=\"application\/ld+json\">\r\n{\r\n  \"@context\": \"https:\/\/schema.org\",\r\n  \"@graph\": [\r\n    {\r\n      \"@type\": \"WebPage\",\r\n      \"@id\": \"https:\/\/www.ebtd.education\/about-us\/ebtd-foundations-of-a-climate-for-learning-in-bangladesh\/leadership-shapes-climate\/\",\r\n      \"url\": \"https:\/\/www.ebtd.education\/about-us\/ebtd-foundations-of-a-climate-for-learning-in-bangladesh\/leadership-shapes-climate\/\",\r\n      \"name\": \"Leadership deliberately shapes the climate for learning in Bangladesh (BD) | EBTD\",\r\n      \"description\": \"A strong climate for learning does not emerge organically. 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}\r\n    }\r\n\r\n    \/* Small breadcrumb-ish nav *\/\r\n    #ebtd-climate-leadership-shapes-bd .topnav{\r\n      margin-top: 1rem;\r\n      display:flex;\r\n      flex-wrap:wrap;\r\n      gap:.5rem .9rem;\r\n      align-items:center;\r\n      font-size: .95rem;\r\n    }\r\n    #ebtd-climate-leadership-shapes-bd .topnav a{\r\n      color:#0b6b4f;\r\n      text-decoration: underline;\r\n      text-underline-offset: 3px;\r\n    }\r\n  <\/style>\r\n\r\n  <div class=\"wrap\">\r\n\r\n    <!-- ===== HERO ===== -->\r\n    <header class=\"hero\" aria-label=\"Leadership deliberately shapes the climate for learning\">\r\n      <h1>Leadership deliberately shapes the climate for learning<\/h1>\r\n      <p class=\"kicker\">Climate is not what a policy says. It is what pupils experience, every lesson, every day.<\/p>\r\n\r\n      <div class=\"hero-intro\">\r\n        <p class=\"sub\">\r\n          A strong climate for learning does not emerge organically. It is deliberately designed, modelled, and protected by leadership.\r\n          When leaders reduce ambiguity and protect learning time, pupils spend less energy navigating uncertainty and more energy thinking.\r\n        <\/p>\r\n\r\n        <img class=\"hero-mark lazyload\"\r\n             data-src=\"https:\/\/www.ebtd.education\/wp-content\/uploads\/2025\/10\/EBTD-BD-logo.webp\"\r\n             alt=\"Evidence Based Teacher Development (EBTD) \u2013 Bangladesh\"\r\n            \r\n             decoding=\"async\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 991px; --smush-placeholder-aspect-ratio: 991\/848;\">\r\n      <\/div>\r\n\r\n      <div class=\"pillrow\" aria-label=\"Key themes\">\r\n        <div class=\"pill\">Culture design<\/div>\r\n        <div class=\"pill\">Predictability<\/div>\r\n        <div class=\"pill\">Learning time<\/div>\r\n        <div class=\"pill\">Staff trust<\/div>\r\n        <div class=\"pill\">Participation<\/div>\r\n      <\/div>\r\n\r\n      <div class=\"topnav\" aria-label=\"Guide navigation\">\r\n        <span class=\"muted\">Part of:<\/span>\r\n        <a href=\"\/about-us\/ebtd-foundations-of-a-climate-for-learning-in-bangladesh\/\">Foundations of a Climate for Learning (Bangladesh)<\/a>\r\n        <span class=\"muted\">\u2022 Area:<\/span>\r\n        <span>Leadership and Collective Responsibility<\/span>\r\n      <\/div>\r\n    <\/header>\r\n\r\n    <!-- ===== FRAMING ===== -->\r\n    <div class=\"band\">\r\n      <p>\r\n        Across Bangladeshi schools, pupils are often respectful and teachers work hard \u2014 yet learning time can still feel fragile.\r\n        When expectations vary between classrooms, when routines drift, or when responses feel unpredictable, pupils spend energy navigating uncertainty rather than focusing on learning.\r\n      <\/p>\r\n      <p class=\"muted\">\r\n        This is not a problem of \u201cbad behaviour\u201d. It is a problem of unclear design.\r\n      <\/p>\r\n\r\n      <div class=\"callout\">\r\n        <strong>This foundation is not about tighter control.<\/strong>\r\n        It is about leadership creating conditions in which attention, participation, and thinking are more likely to occur \u2014 so teachers teach more and correct less.\r\n      <\/div>\r\n    <\/div>\r\n\r\n    <!-- ===== WHAT THIS IS \/ IS NOT ===== -->\r\n    <div class=\"band\">\r\n      <h2>What this foundation is \u2014 and what it is not<\/h2>\r\n      <p>\r\n        This foundation is not about louder authority, stronger sanctions, or demanding compliance. It is about leaders making the learning environment predictable enough\r\n        that pupils feel safe to participate and teachers feel supported to teach.\r\n      <\/p>\r\n      <p class=\"muted\">\r\n        Leadership shapes climate when leaders reduce ambiguity, protect learning time, and ensure expectations do not depend on individual personalities or tolerance thresholds.\r\n        Put simply: what leaders consistently prioritise becomes the lived climate of the school.\r\n      <\/p>\r\n    <\/div>\r\n\r\n    <!-- ===== WHAT THIS MEANS (LEADER + CLASSROOM) ===== -->\r\n    <div class=\"band\">\r\n      <h2>Leadership and collective responsibility<\/h2>\r\n      <p class=\"muted small\">\r\n        Leadership shapes climate through a small number of high-leverage actions. These are not abstract values; they are daily design decisions.\r\n      <\/p>\r\n\r\n      <div class=\"focus-grid\" aria-label=\"Leader focus and classroom focus\">\r\n\r\n        <div class=\"focus-card\">\r\n          <h3>Leader focus<\/h3>\r\n          <ul>\r\n            <li>Make learning time non-negotiable, even when the school day is busy or pressured.<\/li>\r\n            <li>Define expectations explicitly, rather than assuming pupils or staff will infer them.<\/li>\r\n            <li>Model calm, respectful responses under pressure.<\/li>\r\n            <li>Treat routines and climate as strategic priorities, not classroom add-ons.<\/li>\r\n            <li>Intervene early when inconsistency appears, before drift becomes normal.<\/li>\r\n            <li>Remove avoidable friction (unclear roles, inconsistent follow-through, pinch points in transitions).<\/li>\r\n          <\/ul>\r\n\r\n          <div class=\"promptbox\" aria-label=\"Thinking prompt for leaders\">\r\n            <strong>Thinking prompt for leaders<\/strong>\r\n            If a new teacher joined tomorrow, which aspects of climate could they rely on being consistent across the school \u2014 and where would they still have to guess?\r\n          <\/div>\r\n        <\/div>\r\n\r\n        <div class=\"focus-card\">\r\n          <h3>Classroom focus<\/h3>\r\n          <ul>\r\n            <li>Use shared routines confidently so pupils recognise expectations across classrooms.<\/li>\r\n            <li>Teach routines explicitly: show, rehearse, correct, and repeat until automatic.<\/li>\r\n            <li>Protect learning time with calm, predictable responses that avoid public arguments.<\/li>\r\n            <li>Use proactive scanning and frequent checks so small issues do not become disruption.<\/li>\r\n            <li>Reinforce learning behaviours: attention, participation, persistence, and respectful talk are taught, not assumed.<\/li>\r\n            <li>Trust grows when teachers feel leadership decisions hold beyond their own room.<\/li>\r\n          <\/ul>\r\n\r\n          <div class=\"promptbox\" aria-label=\"Thinking prompt for staff teams\">\r\n            <strong>Thinking prompt for staff teams<\/strong>\r\n            Where do teachers currently feel they are \u201cholding the line alone\u201d? What leadership design decisions could reduce that pressure?\r\n          <\/div>\r\n        <\/div>\r\n\r\n      <\/div>\r\n\r\n      <p class=\"small muted\" style=\"margin-top:1rem;\">\r\n        Climate stops being \u201chow strict a teacher is\u201d and becomes something the whole school holds together.\r\n      <\/p>\r\n    <\/div>\r\n\r\n    <!-- ===== BANGLADESH CONTEXT ===== -->\r\n    <div class=\"band\">\r\n      <h2>What this looks like in Bangladeshi classrooms<\/h2>\r\n      <p>\r\n        In large classes, the margin for error is small. A few pupils arriving late, unclear equipment routines, or inconsistent starts to lessons can remove significant learning time without anyone misbehaving.\r\n        Strong leadership reduces this friction by making routines teachable, expectations explicit, and responses predictable.\r\n      <\/p>\r\n      <p class=\"muted\">\r\n        When leaders do this well, classrooms feel calmer not because pupils are controlled, but because pupils know what to expect \u2014 and what is expected of them.\r\n      <\/p>\r\n    <\/div>\r\n\r\n    <!-- ===== MYTHS ===== -->\r\n    <div class=\"band\">\r\n      <h2>Common myths to challenge<\/h2>\r\n\r\n      <div class=\"myths\" aria-label=\"Myths to challenge\">\r\n        <div class=\"myth\">\r\n          <strong>Myth: \u201cClimate is mainly about individual teacher skill.\u201d<\/strong>\r\n          Climate improves fastest when leaders design a shared system that good teachers can rely on and new teachers can adopt.\r\n        <\/div>\r\n\r\n        <div class=\"myth\">\r\n          <strong>Myth: \u201cIf behaviour isn\u2019t bad, leadership doesn\u2019t need to intervene.\u201d<\/strong>\r\n          Learning time can erode quietly through inconsistency and uncertainty. Leadership matters even when behaviour looks acceptable.\r\n        <\/div>\r\n\r\n        <div class=\"myth\">\r\n          <strong>Myth: \u201cConsistency means strictness.\u201d<\/strong>\r\n          Consistency means predictability and fairness. It reduces conflict because pupils know what will happen and why.\r\n        <\/div>\r\n\r\n        <div class=\"myth\">\r\n          <strong>Myth: \u201cA stronger policy will fix this.\u201d<\/strong>\r\n          Policies describe intent. Climate is created through modelling, practice, and follow-through.\r\n        <\/div>\r\n      <\/div>\r\n    <\/div>\r\n\r\n    <!-- ===== EXAMPLE ===== -->\r\n    <div class=\"band\">\r\n      <h2>Concrete example<\/h2>\r\n\r\n      <div class=\"example\" aria-label=\"Concrete example vignette\">\r\n        <p class=\"muted small\" style=\"margin-top:0;\">\r\n          A realistic vignette that shows leadership design, not a slogan.\r\n        <\/p>\r\n        <p>\r\n          In a large secondary school, leaders notice that the first ten minutes of lessons are often lost. Pupils arrive at different times, equipment expectations vary, and teachers respond differently.\r\n          Rather than rewriting the behaviour policy, leaders introduce one shared entry routine. They model it during learning walks, use the same language as teachers, rehearse it in a short staff session, and address drift early.\r\n          Within weeks, starts of lessons become calmer. Teachers report that pupils settle faster and participate more. No new sanctions are introduced \u2014 but learning time increases.\r\n        <\/p>\r\n      <\/div>\r\n    <\/div>\r\n\r\n    <!-- ===== LINK TO OTHER FOUNDATIONS IN THIS AREA ===== -->\r\n    <div class=\"band\">\r\n      <h2>Explore other foundations in Leadership and Collective Responsibility<\/h2>\r\n      <p class=\"small muted\">\r\n        Each foundation is interdependent. Leadership shapes climate, but climate is sustained through consistency and adult learning over time.\r\n      <\/p>\r\n\r\n      <div class=\"grid\" role=\"list\">\r\n\r\n        <a class=\"cardlink\" role=\"listitem\"\r\n           href=\"\/about-us\/ebtd-foundations-of-a-climate-for-learning-in-bangladesh\/consistency-safety-fairness-focus\/\"\r\n           aria-label=\"Explore: Consistency creates safety, fairness, and focus\">\r\n          <div class=\"stripe lcr\"><\/div>\r\n          <div class=\"card\">\r\n            <h3 class=\"title\">Consistency creates safety, fairness, and focus<\/h3>\r\n            <p class=\"desc\">Predictable expectations reduce anxiety, prevent negotiation, and free attention for learning.<\/p>\r\n            <div class=\"cta\">Explore this foundation <span aria-hidden=\"true\">\u2192<\/span><\/div>\r\n          <\/div>\r\n        <\/a>\r\n\r\n        <a class=\"cardlink\" role=\"listitem\"\r\n           href=\"\/about-us\/ebtd-foundations-of-a-climate-for-learning-in-bangladesh\/sustained-through-professional-learning\/\"\r\n           aria-label=\"Explore: Climate for learning is sustained through professional learning\">\r\n          <div class=\"stripe lcr\"><\/div>\r\n          <div class=\"card\">\r\n            <h3 class=\"title\">Climate for learning is sustained through professional learning<\/h3>\r\n            <p class=\"desc\">Without ongoing practice and coaching, routines decay and expectations drift.<\/p>\r\n            <div class=\"cta\">Explore this foundation <span aria-hidden=\"true\">\u2192<\/span><\/div>\r\n          <\/div>\r\n        <\/a>\r\n\r\n        <a class=\"cardlink\" role=\"listitem\"\r\n           href=\"\/about-us\/ebtd-foundations-of-a-climate-for-learning-in-bangladesh\/\"\r\n           aria-label=\"Back to the main Climate for Learning Foundations hub\">\r\n          <div class=\"stripe lcr\"><\/div>\r\n          <div class=\"card\">\r\n            <h3 class=\"title\">Back to the Climate for Learning hub<\/h3>\r\n            <p class=\"desc\">View the three interlinked areas of focus and explore every foundation.<\/p>\r\n            <div class=\"cta\">Return to hub <span aria-hidden=\"true\">\u2192<\/span><\/div>\r\n          <\/div>\r\n        <\/a>\r\n\r\n      <\/div>\r\n    <\/div>\r\n\r\n    <!-- ===== ECOSYSTEM FIT (UPDATED) ===== -->\r\n    <div class=\"band\">\r\n      <h2>Making sense of the wider EBTD ecosystem<\/h2>\r\n      <p>\r\n        This foundation does not stand alone. The EBTD ecosystem offers thinking tools and practical lenses that help leaders deepen their understanding of how climate is shaped \u2014 and where leadership design makes the biggest difference.\r\n      <\/p>\r\n      <p class=\"muted\">\r\n        Use these resources not as modules to complete, but as prompts that sharpen leadership thinking.\r\n      <\/p>\r\n\r\n      <div class=\"focus-grid\" aria-label=\"EBTD ecosystem resources\">\r\n        <div class=\"focus-card\">\r\n          <h3>BRIDGE: Attendance, behaviour, and inclusion<\/h3>\r\n          <p class=\"small muted\" style=\"margin-top:-.25rem;\">Use this to diagnose where climate is most fragile across your school system.<\/p>\r\n          <ul>\r\n            <li>Where is learning time most consistently lost?<\/li>\r\n            <li>Which pupils or groups experience the least predictable learning conditions?<\/li>\r\n            <li>What leadership-level decisions could reduce this fragility?<\/li>\r\n          <\/ul>\r\n          <p style=\"margin-top:.75rem;\">\r\n            <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/bridge\/attendance-behaviour\/\">Explore BRIDGE: Attendance & Behaviour<\/a>\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <div class=\"focus-card\">\r\n          <h3>Leadership Behaviours<\/h3>\r\n          <p class=\"small muted\" style=\"margin-top:-.25rem;\">Use this to reflect on how leadership actions shape daily climate.<\/p>\r\n          <ul>\r\n            <li>What do leaders model when routines break down?<\/li>\r\n            <li>How do leaders talk about climate when pressure rises?<\/li>\r\n          <\/ul>\r\n          <p style=\"margin-top:.75rem;\">\r\n            <a href=\"https:\/\/www.ebtd.education\/about-us\/ebtd-leadership-behaviours\/\">Explore EBTD Leadership Behaviours<\/a>\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <div class=\"focus-card\">\r\n          <h3>Classroom Talk<\/h3>\r\n          <p class=\"small muted\" style=\"margin-top:-.25rem;\">Use this to clarify what a learning-ready climate looks like beyond silence.<\/p>\r\n          <ul>\r\n            <li>What kinds of talk signal that pupils feel safe to participate?<\/li>\r\n            <li>Which routines make participation predictable rather than risky?<\/li>\r\n          <\/ul>\r\n          <p style=\"margin-top:.75rem;\">\r\n            <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/classroom-talk\/\">Explore Classroom Talk<\/a><br>\r\n            <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/classroom-talk\/modelling-talk\/\">Explore Modelling Talk<\/a>\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <div class=\"focus-card\">\r\n          <h3>Early Years framework<\/h3>\r\n          <p class=\"small muted\" style=\"margin-top:-.25rem;\">Use this to understand where climate begins: routine, modelling, self-regulation.<\/p>\r\n          <ul>\r\n            <li>How early are expectations made explicit?<\/li>\r\n            <li>Where does adult inconsistency undermine self-regulation?<\/li>\r\n          <\/ul>\r\n          <p style=\"margin-top:.75rem;\">\r\n            <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/\">Explore the Early Years framework<\/a><br>\r\n            <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/self-regulation-social-development\/\">Self-regulation & social development<\/a><br>\r\n            <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/classroom-talk\/early-years\/\">Classroom Talk (Early Years)<\/a><br>\r\n            <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/classroom-talk\/early-years\/everyday-routines\/\">Everyday routines (Early Years)<\/a>\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <div class=\"focus-card\">\r\n          <h3>Effective implementation<\/h3>\r\n          <p class=\"small muted\" style=\"margin-top:-.25rem;\">Use this to bridge leadership intent and sustained practice.<\/p>\r\n          <ul>\r\n            <li>What is currently stopping routines from sticking?<\/li>\r\n            <li>Where is staff effort high but impact low?<\/li>\r\n          <\/ul>\r\n          <p style=\"margin-top:.75rem;\">\r\n            <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/effective-implementation\/\">Explore Effective Implementation<\/a>\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <div class=\"focus-card\">\r\n          <h3>How to use this ecosystem well<\/h3>\r\n          <p class=\"small muted\" style=\"margin-top:-.25rem;\">Use one resource to deepen one question, then agree one leadership action.<\/p>\r\n          <ol style=\"margin:.5rem 0 0 1.2rem;\">\r\n            <li>Identify one question about climate that matters in your context.<\/li>\r\n            <li>Use one resource above to deepen thinking about that question.<\/li>\r\n            <li>Agree one leadership action that reduces ambiguity or friction.<\/li>\r\n          <\/ol>\r\n          <p class=\"muted small\" style=\"margin-top:.75rem;\">\r\n            This ensures the ecosystem supports focus rather than competing with it.\r\n          <\/p>\r\n        <\/div>\r\n      <\/div>\r\n    <\/div>\r\n\r\n    <!-- ===== SYNTHESIS ===== -->\r\n    <div class=\"band\">\r\n      <h2>Synthesis<\/h2>\r\n      <p>\r\n        A climate for learning is not enforced \u2014 it is led.\r\n      <\/p>\r\n      <p class=\"muted\">\r\n        Leadership deliberately shapes climate by defining expectations clearly, modelling them consistently, and protecting learning time for both pupils and teachers.\r\n        When leaders take responsibility for the conditions of learning, classrooms become calmer, participation increases, and teaching becomes more effective.\r\n      <\/p>\r\n      <p class=\"small muted\">\r\n        This foundation is not a step to complete. It is the enabling force that allows every other climate foundation to function.\r\n      <\/p>\r\n    <\/div>\r\n\r\n  <\/div><!-- \/.wrap -->\r\n<\/section>\r\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t\t<\/div> \n\t\t<\/div>\n\t<\/div> \n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"Leadership deliberately shapes the climate for learning Climate is not what a policy says. It is what pupils experience, every lesson, every day. A strong climate for learning does not...","protected":false},"author":1,"featured_media":7959,"parent":8513,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-8524","page","type-page","status-publish","has-post-thumbnail"],"_links":{"self":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8524","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/comments?post=8524"}],"version-history":[{"count":2,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8524\/revisions"}],"predecessor-version":[{"id":8527,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8524\/revisions\/8527"}],"up":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8513"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media\/7959"}],"wp:attachment":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media?parent=8524"}],"curies":[{"name":"\u09a1\u09ac\u09cd\u09b2\u09bf\u0989\u09aa\u09bf","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}