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Teacher Professional Development Lead

    Full Time   Deadline : 2024-01-22 Closed
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Short Info
  • Career Level: Mid Level
  • No. of Vacancy: 1
  • Experience: - Years
  • Views: 245
  • Apply Before: 2024-01-22 (Closed)
  • Offered Salary: Negotiable
  • Gender: Both
  • Driving License: Yes
  • Education Preference:
  Job Description:

Leads implementation of Teachers’ Professional Support (TPS) model:

  • Supports in design, development, and implementation of TPS model for municipal, provincial, and central Government based on national and global practice.

  • Provides technical support to utilize monitoring tools and provides pedagogical support.

  • Supports targeted municipalities to prepare a systematic report on teachers’ attendance, classroom observation, and time spent in the classroom by the teachers.

  • Revises teachers’ training packages focusing on implementing accelerated learning program which also includes remedial and catch-up classes.  

 

Leads Teachers’ professional development (training, coaching, capacity development):

  • Provides support in design and development of training packages to implement integrated curriculum.

  • Designs, develops, and conducts Training of Trainers (ToT) at Education Training Centre (ETC) on EGL based on IC for both L1 and L2.

  • Designs, and develops MToT package.

  • Provides MToT to pool masters trainers to implement the teachers’ training.

  • Leads the blended learning approach training design jointly with CEHRD based on the field practice.

    • Identifies the blended training support areas.

    • Gathers proven/empirical evidence(s) from the target districts and finalizes the training model.

    • Supports implementing the blended learning approach training.

    • In collaboration with ERO/CDC/CEHRD, prepares monitoring and supervision tools and templates, and guides the team for implementation.

  • Leads ETC to design, develop and implement grade 1, - 3 in-service training module (customized training design) for L2 focusing on appropriate pedagogical support/approaches like Gradual Release and Responsibility (GRR)/ Differentiated Instruction (DI)/ Universal Design for Learning (UDL).   

    • Reviews grade 1-3 curriculum and prescribe learning materials.

    • Reviews, revises, and develops sample lesson plan for L2.

    • Supports design and train classroom-based assessment for L2 and vulnerable groups.

    • Leads to apply techniques of MGML for accelerated learning/remedial classes.

    • Reviews, revises, and finalizes ICT related Training Resource Materials (TRM) for Integrated Curriculum (IC) implementation.

 

Provides technical support in relation to Early Grade Learning (EGL) and Teachers’ Professional Development (TPD):

  • Provide support to Provencial Education Training Centre (PETC) to strengthen the implementation of training in person and remotely.

  • Provide support to pooled master trainers of PETC and Local Education Unit (LEU) to implement teacher training on IC.

  • Provide support to municipalities for Teachers’ Professional Support - TPS (monitoring, coaching, mentoring, support, and feedback).

  • Provide support to develop TPS mechanisms and tests the model as a pilot in collaboration with local municipalities.

  • Provide support to implement accelerated learning program as well as remedial and catch-up classes based on IC.

  • Provide support to review and revise NEGRP minimum package.

  • Provide support to orient Government Officials in delivering EGL related education services.

  • Provide support to design and develop school and student’s progress report card to make school management, teachers, parents, and community accountable for transformational learning.

  • Provide support to prepare educational action plans in case of emergency.

 

Support to improve access and equity for quality education in early grades:

  • Provides technical support to establish and make use of classroom library (book corner),

  • Provides technical support to design, develop, and disseminate level appropriate, inclusive, and culturally responsive learning materials,

  • Provides technical support to create classroom learning environment (print rich, classroom furniture, and classroom management),

  • Provides technical support to design, develop, prepare, and apply/use of Individualized Education Plan (IEP),

  • Provides technical support to during community engagement and use ICT during classroom instruction,

  • Provides technical support to design, develop, and implement student’s report card (digital and or hardcopy).

 

Provides technical support to school leadership:

  • Provides technical support to develop an evidence-based module to promote inclusive school environment.

  • Provides technical support to design and develop medium of instruction which complements the learning of multilingual children in the classroom i.e. UDL and DI.

  • Provides technical support to enhance learning outcome of marginalized students (IEP can be used).

  • Provides technical support for effective implementation of Prioritize Minimum Enabling Conditions (PMECs).

  • Provides technical support to engage family and community to enhance the learning of children who belong to marginalized community.

  • Provides technical input to increase schools’ accountability for learning outcomes.

  • Provides technical input to manage teaching and learning during disasters and emergencies.

 

Coordinates and collaborates with:

  • MoEST and CLAs in Kathmandu and Provincial/ Palika counterparts as necessary.

  • Chemonics and Room to Read officials.

  • Province, ETC, and Palikas. 

  • Relevant stakeholders and team members.

 

Documentation and Review:

  • Reviews and provides feedback on events based/monthly/quarterly/annual reports shared by TPD Specialist(s).

  • Reviews and finalizes work plan and task completion reports and documents.

  • Works with Director of Programs as per the need to prepare necessary reports and documents.

Required Knowledge, Skills, and Abilities

  • Minimum of 8 years of experience working with INGOs, government counterparts, and educational sector in Nepalese communities.

  • Technical knowledge in improving education quality, particularly in early grades.

  • Experience in teacher training, reading skills in early grades, and inclusive pedagogy will be the added value.

  • Experience in the field of education with the knowledge and skills of Nepal Education system, UDL and DI teaching approach in diverse community settings.

  • Data analysis and synthesis, content design, development, facilitation, and assessment.

  • Should be able to provide pedagogical support, coaching and supervision based on evidence.

  • Excellent interpersonal skills and an ability to manage a diverse range of professional relationships.

  • Experience developing and/or maintaining budget tracking records.

  • Must be proficient in Microsoft Word, Excel, and PowerPoint.

  • Effective communication skills in English and Nepali.

  • Strong collaboration, coordination, and negotiation skills.

Education + Experience

Master’s or higher degree in education (Nepali/English/Inclusive Education).

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