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Project Description

USAID is a development partner to the Government of Sindh and is currently supporting the Department of Education and Literacy with implementation of the Sindh Basic Education Program (SBEP) in Districts Sukkur, Khairpur, Larkana, Qambar-Shahdadkot, Jacobabad, Kashmore, Dadu and selected towns of Karachi city. The overarching goal of SBEP is “Increased and Sustained Student Enrollment in Primary, Middle and Secondary Schools in targeted geographical locations in Sindh.” The Sindh Reading Program (SRP) is a five-year initiative in the same geographic areas of the parent SBEP. SRP will support the SBEP goal based on lessons learned from USAID and the Government of Sindh’s legacy of early grade teaching and learning.

 Over the life of project, SRP aims to:

  • Improve teacher competencies for effective early grade reading instruction (Component1);
  • Improve early grade reading assessment practice (Component 2);
  • Improve student access to supplementary reading material (Component 3);
  • Enhance participation of parents and caregivers in support of early grade literacy for out of school children (Component 4).

 Objective 

The Teacher Professional Development Associate will provide technical continuity in SRP’s component 1. In order to maximize effectiveness this component requires ongoing feedback with the field in order to measure the usefulness of its various interventions, the Associate will provide field support in the assigned districts. As part of these responsibilities the Teacher Professional Development Associate will serve as a liaison between the Teaching and Learning Associates (TLAs), Provincial Managers , Education Officers and SRP’s Professional Development and Academic Advisor to Teacher Training Institutes (PDAA). The Component 1 Associate will ensure the consistency of best practices implemented by SRP in the assigned districts.

 I.             Qualifications:

 

  • Bachelor's degree in Social Science or in Education
  • Minimum 2 years of experience of working in the field (rural and urban areas) and as mentor on teacher professional development and school improvement
  • Atleast 1 year of experience as a classroom teacher, preferably in schools in marginalized contexts.
  • Demonstrated knowledge of key programs that could be of benefit to the development of SRP technical dimensions.
  • Demonstrated understanding of gender equity and equality, social equity (including disability sensitivity) and conflict sensitivity and demonstrated experience incorporating these dimensions into teacher education programming.
  • A demonstrated understanding and knowledge of the development sector in Sindh and a solid grasp of what contributes to or detracts from effective and efficient programming, including strengthening government systems.
  • Extensive networks with beneficiary communities, government counterparts, and other stakeholders.
  • Fluency in Urdu and Sindhi (and preferably additional languages used in northern Sindh and Karachi) and advanced proficiency in English.

 

II.           Specific Tasks

 

  • Assist in the supervision of quality and efficiency of on-the-job CPD in assigned districts and providing real-time feedback to the C1 Lead as well as project funded support staff (TLA/TLC/SCL), teachers, and head teachers.
  • Use critical thinking skills to troubleshoot challenges related to timing, targets, and tasks in real time, as they occur.
  • Respond to queries from TLAs/TLCs/SCLs around implementation of school-based coaching and training, provide timely and constructive assistance to improve the quality of assistance provided.
  • Collect information on progress of implementation using monitoring and evaluation templates provided by SRP and submit the completed forms to the PDAA in soft and hard copy according to the agreed upon schedule provided by the PDAA.
  • Hold weekly calls with Component Lead to discuss observations and learnings in the field.
  • Engage district education officials in monitoring and supervision of the on-the-job CPD program, including accompanying them on school visits.
  •  Represent SRP in district education working groups to share program progress.
  • Liaise closely with assigned Technical Working Group (TWG) members around the supervision of TLAs/TLCs/SCLs through a variety of media, including email, text messages, phone calls, meetings, and workshops.
  • Reflect on learnings from the field, correlating observations with those of TWG members, to develop recommendations for the PDAA in designing the monthly feedback meetings and refresher courses for TLAs/TLCs/SCLs.
  • Provide feedback and input for the Sindh Reading Program (SRP) improvement of CPD activities based on critical analysis of school visits and teacher observation data.
  • Work closely with M&E Manager and consultant in developing and reviewing monitoring plan and tools.
  • Organize monthly feedback meetings, material development, and material review workshops.
  • Guide TLAs/TLCs/SCLs and implementing partners in preparing school visit and teacher observation schedules.
  • Trouble shooting and rescheduling.
  • Work closely with local and international consultants designing and conducting surveys and impact studies, and with SRP communications Director documenting success stories.
  • Proactively identify and progress possibilities for SRP sensitivity to address issues of gender and social equity that arise during implementation.
  • Respond to reasonable and appropriate additional requests by the PDAA and the Chief of Party or the COP’s designee.

 

Application Instructions:

Please email a CV, letter of interest, and three references with contact information to ChemonicsSRP@gmail.com no later than January 13, 2017. Please write “C1 Associate 2017” in the subject line.

Chemonics is an equal opportunity employer and does not discriminate in its selection and employment practices on the basis of race, color, religion, sex, national origin, political affiliation, sexual orientation, gender identity, marital status, disability, genetic information, age, membership in an employee organization, or other non-merit factors. Qualified women are strongly encouraged to apply.

 

 

 





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