Website Room to Read
Provincial Teacher Professional Development Specialist (PTPDS)
Project background:
The USAID Early Grade Learning (EGL) activity aims to enhance learning outcomes in Grades 1-3 by strengthening the capacity of governments at different levels. The Provincial Training Specialist focuses on Objective 2 (Improve local governments’ ability to provide teacher professional support, coaching, mentorship, and supervision), specifically supporting teacher Professional Development and Support (TPD/TPS) activities in Nepal while also providing support to Objective 1 (Build federal, provincial, and local levels capacity for delivering EGL services) and Objective 3 (Support local level government in improving access to and quality of education services in early grades).
Organization Profile
Room to Read is a global organization transforming the lives of millions of children in historically under-resourced communities by focusing on literacy and gender equality in education. Founded in 2000 on the belief that World Change Starts with Educated Children®, our innovative model focuses on deep, systemic transformation within schools during two time periods that are most critical in a child’s schooling: early primary school for literacy acquisition and secondary school for girls’ education.
We work in collaboration with local communities, partner organizations, and governments to develop literacy skills and a habit of reading among primary school children and ensure girls can complete secondary school with the skills necessary to negotiate key life decisions. By focusing on the quality of education provided within the communities and ensuring these outcomes are measured, we have created a model that can be replicated, localized, and sustained by governments. Room to Read has benefited 39 million children across over 182,000 communities across 23 countries.
Position Overview
This is a full-time position based in one of the seven provinces of Nepal who will provide necessary support to improve learning outcomes of Early Grades (Grades 1-3). In coordination with Provincial Technical Advisor (PTA) Provincial Teacher Professional Development Specialist (PTPDS) will collaborate with the Provincial/ Local government counterparts to support planning, designing and implementation of Objective 2 (Improve local governments’ ability to provide teacher professional support, coaching, mentorship, and supervision). PTPDS will coordinate and collaborate with local/provincial level counterparts to deliver EGL services focusing on Objective 2. PTPDS will be responsible to provide training related TPD focusing on early grades.
Roles and Responsibilities
Planning, Designing and Implementation:
- Provides technical support in EGL- Techers’ Professional Development (TPD), aligning with national education data, curriculum competency, and learning achievement.
- Designs training materials based on integrated curriculum (IC) learning domains, collaborating with relevant government authorities.
- Jointly plan and design training implementation modalities with Provincial Education Training Center (PETC) and Education Development Directorate (EDD).
- Reviews and revises TPD/TPS guidelines for continuous professional development at the Provincial level.
- Collaborates with Ministry of Social Development (MoSD) at the Province, PETC, EDD, civil society, and other stakeholders to enhance teacher capacity-building.
- Plans, develops, and manages TPD/TPS trainers’ training and capacity-building workshops at the Provincial/Local level.
- Oversees technical input, process, and guidelines, providing recommendations for EGL implementation.
- Tracks innovative activities and provides input to enhance project impact and sustainability.
Teachers’ Professional Development:
- Observes classroom instructional practices and identify areas for teachers’ professional development.
- Prepares strategic support systems based on the EGL Calendar for PETC and local education officials.
- Provides operational support on planning and budgeting for training programs.
- Facilitates cross-sector collaboration to achieve project goals.
- Designs and implements age-appropriate assessments based on the Integrated Curriculum.
Coordination and Collaboration:
- Coordinates with the TPD Lead and consortium partners.
- Collaborates with provincial government stakeholders, including PETC, the local government and other stakeholders.
Documentation:
- Drafts quarterly reports at the Provincial level and shares them with the TPD Lead.
- Designs training, plans, curriculum development and materials for TPS.
- Prepares digital report of meetings, workshops, training, visits, and events.
- Conduct assessment and analyze & synthesize data.
Training:
- Facilitates Master ToT at Provincial and local level.
- Facilitates capacity building activities for observation, coaching and mentoring.
- Supports Palika education focal person to improve teachers’ skills and practices including pedagogical approaches for IC implementation.
- Demonstrates proficiency in team collaboration, activities management, programming, and event coordination.
- Designs and develops training contents and leads to provide training to teachers.
Qualification and Experience:
Required:
- Master’s degree in education (Nepali/English/Inclusive Education).
- At least 6 years of experience working with INGOs, government counterparts, and educational development in Nepalese communities.
- Technical knowledge in improving education quality, particularly in early grades.
- Experience in teacher training in early grades related to reading skills development, numeracy, and inclusive pedagogy will be an 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.
- Should be able to provide pedagogical support, coaching and supervision based on evidence.
- Experience developing and/or maintaining budget tracking records.
- Able to synthesize and analyze data, well versed with content design, development, facilitation, and assessment.
- Should be able to provide support to implement revised TPD and CAS.
- Must be proficient in Microsoft Word, Excel, and PowerPoint.
- Effective communication skills in English and Nepali.
- Strong collaboration, coordination, and negotiation skills.
Preferred:
- Experience implementing USAID project is an added advantage.
- Understanding of the education system, SDG, education planning, and commission reports.
- Understand Professional Development design, development, and implementation at central, provincial and local levels.
- Knowledge of integrated curriculum, foundational skills learning domains, inclusive pedagogy, educational programs, teacher training, support systems, and assessment conduction.
- Understand and experience educational programs, activities, IC, and teaching approaches like UDL and DI.
- Knowledge of SMC, PTA, EGL, GESI and DEIA.
- Familiarity with data analysis and reporting systems i.e. SESP 2022-32 and USAID programs and reporting systems.
Room to Read is an equal opportunity employer and implements Diversity, Equity, Inclusion and Access (DEIA) approach to recruitment process. Thus, all qualified applicants, including minorities, women, individual with disabilities, and other diverse backgrounds are encouraged to apply.
Room to Read has zero tolerance when it comes to child abuse and exploitation and believes that all children have equal protection rights. The selected candidate will be expected to adhere to the child protection policy, code of conduct and standards.
Location(s)
Nepal – Main – Lalitpur
To be successful at Room to Read, you will also:
- Have passion for our mission and a strong desire to impact a dynamic nonprofit organization
- Be a proactive and innovative thinker who achieves results and creates positive change
- Have a very high level of personal and professional integrity and trustworthiness
- Embrace diversity and a commitment to collaboration
- Thrive in a fast-paced and fun environment
Room to Read is proud to be an equal opportunity employer committed to identifying and developing the skills and leadership of people from diverse backgrounds. EOE/M/F/Vet/Disabled