Job Description
Training Support Coordinator, USAID-Rwanda Schools and Systems Activity
FHI 360 is a global development organization, with a rigorous, evidence-based approach to human development. Our team of professionals includes experts in education, health, nutrition, economic development, civil society, environment, and research. FHI 360 operates from over 60 offices with more than 4000 employees in the United States and around the world. Our commitment to partnerships at all levels and our multi-disciplinary approach allows us to have a lasting impact on the people, communities, and countries we serve by improving the lives of millions. We are currently seeking qualified candidates for the position of Training Support Coordinator for the Schools and Systems (S&S) USAID-funded project in Rwanda.
Project Description
The Rwanda Schools and Systems (S&S) activity will strengthen the education system to enable all pre-primary and lower primary school and classroom environments to be of high quality, inclusive, and focused on learning of foundational reading skills. Specifically, the five-year activity will improve learning outcomes by focusing on increasing Kinyarwanda literacy skills of boys and girls in pre-primary through primary 3 (P3) through four intermediate results: (1) Pre-primary education system enhanced to develop, promote and improve emergent literacy, (2) Lower primary reading classroom instruction improved, (3) School environments improved for increased lower primary reading outcomes, and (4) Education management systems strengthened for improved literacy outcomes. S&S will include a focus on learning for children with disabilities to ensure project approaches reach all children.
Position Description
The Training Support Coordinator will support and work in close collaboration with the Teacher Professional Development Specialist and the Reading Advisor (lower primary lead) to support the project’s efforts to provide continuous professional development of teachers, teacher leaders, and other education staff in inclusive evidence-based early grade reading instruction.
Job Summary/Responsibilities
- Support the project’s efforts to develop a comprehensive Continuous Professional Development (CPD) program for early literacy teachers.
- Participate in the piloting and scaled-up implementation of the ICT-supported blended learning CPD for lower primary teachers
- Work in collaboration with the MEL team to monitor the fidelity of implementation of the ICT-supported blended learning CPD system for teacher
- Work with experts in literacy as well as cross-cutting areas such as SBC, school safety, SEL, well-being, disability-inclusion, and gender-inclusion to prepare trainings that integrate and reflect best practices
- Contribute to the development and production of all teacher CPD and training materials including print, audio, and video mat
- Co plan/organize and co facilitate the face-to-face and remote/online capacity building and mentoring for lower primary teachers.
- Monitor and support the sector based orientations/trainings of teacher coaches, school leaders, and sector/districts education stakeholders.
- Support the implementation of the S&S activities in the field, liaising frequently with the S&S Decentralized District Coordinators at the partner organizations to determine the degree to which teachers are improving their teaching practices.
- Conduct joint school monitoring visits with education local authorities to observe lessons, participate in school based Communities of Practices, trouble-shoot technical difficulties at the school level and report back on teacher and students’ progress to the Literacy Advisor and to the monitoring, evaluation and Learning Director.
- Formatively evaluate teacher’s fidelity of implementation in authentic classroom situations, to support understanding of S&S effectiveness and areas in need of improvement.
- Organize and manage the distribution of teacher and pupil resources in schools as well as all the orientation/training materials and keeping records.
- Translate and adapt relevant teacher training documents as necessary.
- Contribute to all other Schools and Systems activities as needed.
Required Skills and Qualifications
To perform this job successfully, the individual must be able to perform each essential duty and responsibility satisfactorily. The qualifications listed below are representative of the required knowledge, skills, and/or abilities needed to perform the principal duties.
- At least a bachelor’s degree in education, Curriculum, and Instruction with emphasis on reading, literacy, linguistics, or a related field
- Recognized expertise in designing and implementation early-grade reading instruction teacher professional development programs.
- Knowledge of the Rwandan P1-3 Kinyarwanda Competence-Based Curriculum an asset.
- Experience in overseeing the physical delivery of training materials for large-scale education programs required.
- Experience in developing teaching and learning materials for lower primary grades, desired.
- Strong capacity for planning, organizing, and providing oversight of education activities
- Expertise in adult learning
- Demonstrated leadership, versatility, and integrity.
- Excellent written and oral communication skills in Kinyarwanda and English
Supervision:
- The Training Support Coordinator will report to the Reading Advisor in designing and delivering quality CPD for teachers. As teamwork is crucial to the success of the project, the Training Support Coordinator will be expected to closely coordinate with other project staff, as per direction from the Teacher Professional Development Specialist and the Reading Advisor.
Location of Assignment:
- The location of the assignment is Kigali, Rwanda with intermittent travel throughout the country.
The above statements are intended to describe the general nature and level of work and are subject to modification. They are not intended to be an exhaustive list of all responsibilities, skills, efforts, or working conditions associated with the job.
This job description summarizes the main duties of the job. It neither prescribes nor restricts the exact tasks that may be assigned to carry out these duties. This document should not be construed in any way to represent a contract of employment. Management reserves the right to review and revise this document at any time.
We offer competitive compensation and a package of exceptional benefits. Please visit the FHI 360 Career Center at http://www.fhi360.org/careers for a list of all open positions.
FHI 360 is an employer with equal opportunity and affirmative action. FHI 360 is committed to providing equal employment opportunities regardless of race, color, religion, gender, sexual orientation, national or ethnic origin, age, disability, or veteran status in policies, programs, or activities.
The deadline: November 29, 2021.
