Coordinator for Teacher professional development

War Child Coordinator for Teacher professional development Jobs 2024 – Uganda NGO Jobs. War Child Uganda looking for “Coordinator for Teacher professional development”. Applicants with a University Degree may apply on or August 05, 2024.

War Child Coordinator for Teacher professional development Jobs 2024

The War Child has published a job vacancy announcement on July 26, 2024 for qualified Ugandan to fill in the vacant post of Coordinator for Teacher professional development to be based in Kampala, Uganda.

Teacher Professional Development:

• Capacity Buildings: Work with technical leads of the consortium to implement capacity-building activities i.e content finalisaiton, training design including mentorship, and coaching for PlayMatters Project Officers (PM POs). Trainers of Trainers (ToTs), CPD committees, school, and community leaders to ensure effective project implementation.
• Training Delivery: Lead the delivery of trainings to ToTs, education service providers, and government entities to conduct trainings with educators, parents/caregivers, and community leaders.
• Quality Monitoring: Support the monitoring of the quality and fidelity of trainings, ensuring adherence to the “do no harm” principle, in collaboration with MEAL staff at the local level. Ensure all required data is collected to inform content revisions.

Technical Support:

• Ongoing Technical Support: Ensure that educators, parents/caregivers, community leaders, and system actors receive ongoing technical support and opportunities to practice what they have learned.
• Key Competencies and Skills: Provide technical guidance to teams on key LtP competencies and skills required for teachers.
• CPD Approach: Work with the Senior Project Coordinator, PlayMatters, and other WAR CHILD team leads to ensure the CPD approach is functional, implemented, and adopted in time.
• Stakeholder Engagement: Monitor and offer technical guidance and timely feedback to project staff and key stakeholders on teacher professional development and community engagement activities.

Content Refinement:

• Content Development: Ensure all psychosocial wellbeing content developed meets WAR CHILD country and international standards and abides by the principle of “do no harm.”
• Content Implementation: Support the implementation of Learning through Play (LtP) guides, content, and curriculum in coordination with other consortium members in refugee camps and host communities.
• Technical Guidance: Work with teacher training colleges and tutors on developing coaching materials for teachers during school monitoring and support visits. Ensure content methodologies and approaches are fit for purpose.

Collaboration and Representation:

• Technical Collaboration: Participate in regular technical meetings with IRC, MoES, and college technical teams to refine materials and strategies.
• Visibility and Networking: Promote the visibility of WAR CHILD by building relationships with relevant stakeholders in project locations by ensuring   MHPSS  is clearly integrated within the project.
• Working Group Representation: Represent WAR CHILD in various technical working groups at consortium level and other coordination meetings, as agreed with the Senior Project Coordinator.
• Communication Materials: Work with country PMCs, technical, and communication teams to update key messages and communication materials on psychosocial wellbeing to ensure they fit within the country context and evolve as necessary.

Coaching and Mentoring:

• Staff Supervision: Support and supervise relevant staff and local partners (e.g., Project Officers) to ensure they fulfil their technical roles effectively.
• Technical Review: Review technical aspects from activity Concept Notes, ensuring alignment with project objectives and standards.
• Field Visits: Conduct periodic field visits to project locations to perform quality checks on delivery of key project priorities based on shared reports. Highlight mentorship and support provided to teachers by POs and CPD committees. Provide timely feedback and coaching on identified gaps.

Reporting

• Timely report on all activities conducted and feedback from the field visits.
• Supports the field teams to provide timely and quality reports by  reviewing  the technical aspects therein.
• Collaborate with MEL and the  Senior project Coordinator  to compile annual and quarterly  project reports.

Education Qualifications and Experience required

• Bachelor’s degree in education, social sciences, Development studies or the subject discipline.
• A master’s in Education is desirable.
• Experience working in humanitarian education programmes is desired.
• Experience in teacher education programmes is an added advantage.
• Demonstrated knowledge and experience of Pre- primary and primary education and the education system and/or coaching and mentoring.
• Good knowledge of the pre-primary and primary curricula.
• At least 4 years’ experience performing similar roles in a humanitarian environment.
• Skills/personality trait required:
• Strong planning and organizational skills.
• Ability to build and maintain strong and equal relationships of a team.
• Strong social and communication skills for team as well as for liaising with other partners and stakeholders.
• Good facilitation skills
• Problem solving skills, able to deal independently with field teams and partnership related issues.
• Result oriented.
• Strong report writing and documentation skills