Pre-service Teacher Education Coordinator, USAID-Tunoze Gusoma (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 multidisciplinary 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 Pre-service Teacher Education Coordinator for the USAID Tunoze Gusoma (Schools and Systems) project in Rwanda.
Project Description
The USAID Tunoze Gusoma (Schools and Systems) 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 the 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 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 Pre-service Teacher Education Coordinator is an integral member of the of Pre-service Education Technical team that is led by Florida State University, a Tunoze Gusoma project consortium partner. The Project Coordinator for Preservice Teacher Education provides support for the design, implementation, and completion of all Pre-service Education Activities.
He/she will be responsible for providing programmatic/technical support to the implementation of all pre-service education activities in the project. He/she works with the FSU team to coordinate with other teams to ensure that pre-service training activities are harmonized with in-service training activities. He/she will work with FSU to coordinate with other teams to ensure there is alignment between in-service and pre-service outcomes by the end of the project in terms of quality literacy teaching and learning in both lower primary and pre-primary classes.
The Pre-service Teacher Education Coordinator will provide programmatic support to the Pre-service Education Technical Leadership team to ensure that the TTC tutors are trained on the use of pre-primary and lower primary Kinyarwanda Teacher Guides and modules and that they are able to use the skills in their classes to ensure their student teachers will replicate it in their class. He/she will provide technical support and input in the development of tools and modules, support FSU in the writing of technical reports, concept notes, and terms of references for different activities, and provide operational support to ensure effective implementation of said pre-service education activities.
The Pre-service Teacher Education Coordinator will provide programmatic and logistical support to the FSU team in implementing all the activities aimed at strengthening the Practicum at the TTCs. He or she will provide technical support and input in the activities’ design and development of materials. In consultation with the FSU team, he/she will lead the logistic-related tasks to ensure the success of the activities (e.g., venue, food, letters of invitation, etc.). Also, he/she will collaborate in facilitating and actively participate in all the activities such as workshops, meetings, among others.
The Pre-service Teacher Education Coordinator will support the FSU team in translation of materials as well as contacting and setting appointments with TTC campuses during data collection and situation analysis of literacy materials exercises. Furthermore, he/she will support in the identification of needed materials, and gaps in the TTCs that need to be addressed to better support student teachers of literacy for pre-primary and lower primary.
He/she will also support in the planning of pre-service education activities including leading preliminary tasks (e.g., drafting of invitation letters to REB/NESA or other government institutions, making procurement requests, following up on those requests, and supporting and/or providing coordination between FSU, Save the Children and FHi360).
The Pre-service Teacher Education Coordinator is allocated 100% to the Tunoze Gusoma pre-service education activities, which are fully budgeted and operationally implemented under the leadership of FHI360 (the Consortium Lead Organization) in Rwanda. Therefore, the Pre-service Education Specialist will be embedded in the technical team of FHI360 in Kigali where he/she will be physically situated to execute his/her day-to-day job responsibilities under the remote technical supervision of the FSU technical team. While he/she will remain technically accountable to FSU in a remote sense, and programmatically accountable on daily basis to the Deputy Child of Party for Programming, the Pre-service Teacher Education Coordinator will remain administratively accountable to FHI360, the entity responsible for his/her compensation.
Job Summary/Responsibilities
Technical support:
- Provide support to the FSU technical leadership on implementation of preservice components of the project, support pre-service workshops, work with the FSU team to develop concept notes and framework.
- Support the development of pre-service modules and training of teachers/TTC tutors and other stakeholders on preservice literacy components and related research-based teaching practices.
- Provide prioritized support to the preservice team and other partners in the review or development of tools and materials needed for data collection in the TTCs.
- Support activities aimed to monitor TTC tutor instruction and follow up on trained TTC tutors on the effective use of materials they were trained on.
- Support FSU in the training of trainers for TTC tutors and other trainings that involve pre-service teacher education component.
Component implementation support:
- Draft Letters for Stakeholders/REB/NESA or any other people pre-service team finds necessary to participate in the activity (e.g., principals).
- Activity Budgets: In coordination with FSU, develop the activity budget required for any event or activity that is planned.
- Procurement Forms: In coordination with FSU, complete procurement forms ahead of an activity
- Identification of activity venues: Coordinate with Tunoze Gusoma operations team to identify suitable venues where the preservice activity will take place depending on the size of the activity.
- Manage the process of identifying possible activity participants from REB, NESA, and TTCs
- Support and participate in different pre-service education technical activities (e.g., workshops, observations, data collection)
- Coordinate with Tunoze Gusoma Operations team to ensure timely procurement of necessary resources.
- Support procurement and storage of activity resources and materials (e.g., markers, flip charts, etc.)
- Sending requests for printing and ensuring materials are delivered to office or directly to the FSU technical lead. Note: FSU will be submitting documents directly to the printer and paying for it out of the FSU budget.
- Working with Tunoze Gusoma Operations team to identify and book hotels when necessary (e.g., activities in the region or in Kigali)
- Working with Tunoze Gusoma DCOP-Programming to facilitate meetings with REB staff and other organizations.
- Following up with Principals when letters are sent regarding visits (e.g., for observations); Confirming trainers are available; collecting confirmation from participants that they will attend.
- Providing the FSU team with data and feedback for reports (e.g., activity reports, quarterly reports)
Compliance:
- Adhered to all program and procedures and respecting all donor requirements.
- Work with support teams to ensure project/program objectives are achieved.
Project Assets
- Ensure proper management of all program assets in line with Tunoze Gusoma project, and donors’ procedures and policies.
Reporting
- Work with the FSU team to ensure all monthly, weekly reports are produced and submitted timely, reports are detailed, and feedback provided to relevant staff.
- Develop and submit to the FSU team draft of Activity Reports no later than 3 days after completion of the activity.
Management and Capacity Building
- Identify learning and training opportunities for self and work with the supervisor for support.
- Become familiar with the contents of the Curricular Framework for the TCCs, TMP Kinyarwanda Module, ECE TMP Module, and other TTC modules that may be related to literacy. Become familiar with the content and sequence of teaching/learning in the LP 1-3 Materials (TG, SB, Leveled and Decodable Readers, etc.). Other materials may also need to be reviewed in relation to trainings and course content (e.g., inclusion, SEL, etc.).
- Have a general understanding of the Curricular Framework for the TCCs and other policy- and operational-related documents that inform the Practicum at the TTCs.
- Work with the FSU team to identify gaps in knowledge of current research-based literacy practices and Practicum practices. Work with the FSU team to identify research and resources available to support increasing knowledge of current pedagogy.
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.
- Relevant Bachelor degree’s in Education, Early Childhood/Lower Primary Education, Reading/literacy education, or related field.
- Minimum 3 years’ experience in pre-service teacher education or working as a tutor in a TTC
- Experience of working with ECE and Lower Primary – more importantly knowledge of current literacy practices used in ECE and Lower Primary (e.g., emergent, and early literacy practices).
- Strong management and organizational skills.
- Good interpersonal skills, the ability to communicate clearly and effectively and build relationships at all levels, considering cultural and language differences.
- Resourcefulness and the ability to prioritize and cope with large amounts of work under pressure.
- Ability to work closely within a team, and work in an atmosphere that can be stressful.
- Ability to work flexible hours including coordinating training activities during the weekends. Note: When staff work full time on weekends, they are allowed to take complimentary time off the following week.
- Fluent in reading and writing in Kinyarwanda and English
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.
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.
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.
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