Save the Children (SC) is implementing Norad Framework a five year, multi-sectoral, integrated program, rooted in the Child Rights Convention (CRC). The programme is being implemented in and around 47 schools across four regions, Nugal, Karkar, Hiran and Galgadudud regions of somalia. There is a focus on the most deprived children, including children with disabilities (CwD), out-of-school children and separated and unaccompined children. As social and cultural norms weigh heavily against girls, a gender-sensitive lens will be mainstreamed throughout interventions. Integral to the program is participation and buy-in from community and traditional leaders, school management, teachers, and parents.The teacher professional development Coodinator will be responsible for the design and implementation of the teacher development under Norad Framework. The position holder will guide the team of teacher trainers on the context appropriate TPD approaches, their implementation, and monitoring with the support of the Education technical team and Norad Project Director .

Reports to: Norad Project Director

Staff reporting to this post: None

Budget Responsibilities: None

Role Dimensions: The role involves external engagement with stakeholders including National Ministry and its line departments i.e. Teacher Training and Curriculum Directorate, teacher education colleges, development actors supporting upstream work on teacher recognition and accreditation, and teacher curriculum. This role works closly with MEAL team, Education Techncial Specialist in country and Save the Children Norway.

–       Lead design and implementation of the teacher professional development programme aligned with Somali national teacher competency framework;

–       Design and carry out technical assessments and evaluations to inform the TPD components and support delivery of in-service teacher training;

–       Design, develop, and manage activities related to: teacher training, professional development, and mentoring/coaching for teachers in areas such as effective pedagogical techniques; experiential/hands-on learning methods including practicums; curriculum design; content knowledge advancement; academic quality standards; educational material development

–       Assess teacher individual needs and align and adapt TPD program to their needs;

–       Lead a diverse technical team to develop, contexualize and refine training materials and classroom resources, and to make adjustments to materials based on evidence generated through trainings including training of the trainers, classroom observations, etc;

–       Collect data, systematize it, and analyse to information to inform project;

–       Design and roll-out TPD plan and its subsequent workplan for the project;

–       Lead training of the trainers, and other education staff including education officers and assistant managers;

–       Align project TPD component with national teacher competency framework, develop implementation plan that reflect what teachers will learn, frequency of trainings, method of learning (coaching, learning circles, support in school and workshops);

–       Review existing national frameworks and policies in relation to context and impact on teacher motivation, wellbeing, and development to guide project advocacy;

–       Lead mapping of actors supporting policy level work with Ministry of Education, laise with them to ensure sustainability, ownership and synergies with the wider education sector;

–       Develop advocacy strategy (with clear milestones and targets) and lead advocacy on the teacher recognition and accreditation with Ministry of Education and other relevant stakeholders including development actors;

–       Develop clear advocacy messages to drive efforts for policy improvement and support system strehgthening and

–       Maintain collaborative relationships with relevant government agencies, bilateral and other NGOs and consistently maintained and viewed as a knowledgeable resource in the area of teacher professional development.

·       holds self accountable for making decisions, managing resources efficiently, achieving and role modelling Save the Children values

·       holds the team and partners accountable to deliver on their responsibilities – giving them the freedom to deliver in the best way they see fit, providing the necessary development to improve performance and applying appropriate consequences when results are not achieved.

Ambition:

·       sets ambitious and challenging goals for themselves and their team, takes responsibility for their own personal development and encourages their team to do the same

·       widely shares their personal vision for Save the Children, engages and motivates others

·       future orientated, thinks strategically and on a global scale.

Collaboration:

·       builds and maintains effective relationships, with their team, colleagues, Members and external partners and supporters

·       values diversity, sees it as a source of competitive strength

·       approachable, good listener, easy to talk to.

Creativity:

·       develops and encourages new and innovative solutions

·       willing to take disciplined risks.

Integrity:

·       honest, encourages openness and transparency; demonstrates highest levels of integrity

–       Master Degree in teacher education, education management or related field.

–       Qualifed person with extensive knowledge and practice i.e. pedagogy, lesson delivery, assessments etc.

–       At least 4 years of experience managing, and advising on teacher development in emergency and development contexts.

–       Strong knowledge of policy issues, technical experience in areas of primary, and non-formal education (ALP), teacher training i.e. continuous and blended approaches towards teacher development.

–       Technical knowledge of early grade literacy and numeracy, inclusive education approaches, child protection, child rights governance and integrated programming.

–       Strong knowledge and experience with education research and evaluations.

–       Experience of working in post emergency/recovery context, especially issues of teacher professional development in transitioning contexts

–       Experience and understanding of leading advocacy on teacher accreditation and recognition

–       Demonstrated expericne of developing materials, guidelines, assessment tools and scaffolds to support teacher professional development

–       Experince of technical leadership in conducting and leading training of the traniers i.e. strong facilitation skills

–       Proven expericne in applying conflict sensitive, gender equality and inclusive education approaches

–       Prior experience of designing and/or delivering large-scale integrated programmes – requiring complex coordination across field offices

–       Experience in representing programme at a strategic level and engage with key stakeholders

–       Strong oral and written communication skills especially ability to analyse information, produce reports, ability to negotiate and influence others to achieve results

–       Proficiency in MS office aplications i.e. Word, Excel, Power-point

–       Strong facilitation skills i.e. leading technical discussions, and training of project and partner staff

Desirable

–       Experience with partnership development and working with civil society actors

–       Experience working with participatory methodologies

–       Experience of working and living in complex environments, ideally with professional experience in the East Africa, particularly Somalia.

Interested and qualified applicants can view the profile and apply for this position through the below URLs:- https://stcuk.taleo.net/careersection/ex/jobdetail.ftl?job=210000QF&lang=en

Closing Date will be 14^th Feb 2021