SUMMARY
The teaching and learning resource persons, also known as teacher Coaches will be responsible for tasks relating to coaching and mentoring teachers to improve their attitude, motivation, lesson preparation, delivery and learning assessment. Such Coaches will be required to model best skills, concepts and qualities that teachers should adopt in their teaching to enhance learning. Learning in Jielimishe GEC Project is defined as the acquisition of critical competencies in Literacy and numeracy.
PROJECT SUMMARY
I Choose Life – Africa (ICL), through Jielimishe Girls’ Education Challenge Transition Project (GEC T), will be working with 10,123 marginalised girls from marginalised communities in Laikipia, Meru and Mombasa Counties in Kenya. The five (5) year project funded by the UK Government through Department for International Development (DfID) will run from April 2017 as the start date to March 2022 as the end date. The overall goal of GEC T is ‘to improve the life chances of 10,123 marginalized girls (2,390 in primary school and 7,730 in secondary school) using a holistic approach to complete a cycle of education, transition to the next level including alternative pathways and demonstrate learning. Besides targeting girls as direct beneficiaries, the project will reach out to 3,190 boys in primary between grade 6 to 8 and 3,790 in secondary schools. Following the rich experience and vast understanding of the contextual barriers behind educational marginalisation for these girls, the potential that exists amongst them and their communities, Jielimishe GEC has put forth a design that would seek to empower the girl and her learning environment, with gender equality at the core, through strategic and focussed project interventions aimed at enabling the girls achieve even more.
The incumbent will be required to contribute towards the realization of the following project outcomes and intermediate outcomes, otherwise known as project change.
Project Outcomes
In its endeavour to improve life chances for the marginalised girls, the project aims at achieving three key outcomes:
10,123 marginalised Girls supported by GEC with improved Learning
10,123 marginalised girls transitioning through key Education Pathways; and
Enhanced sustainability in the quality of learning and transition in key education pathway
Project Intermediate Outcomes
The five key project pre-conditions, otherwise referred to as Intermediate Outcomes, to achieving the three (3) outcomes are:
Improved quality of teaching among teachers for enhanced curriculum Delivery;
Improved attendance for 10,123 marginalised girls supported by GEC;
Improved motivation of 10,123 marginalised girls to transition through key pathways;
Improved Community support to girls’ education and transitioning through different pathways;
Improved education management, governance and accountability for sustainable quality teaching and learning
RESPONSIBILITY OF THE THREE (3) TEACHING AND LEARNING COACHES
I Choose Life – Africa seeks to engage three (3) teaching and learning resource (teacher coaches) to provide technical and competent expertise in improving teacher skills, qualities and attitude in delivery of teaching to enable learners’ acquisition of proficient literacy and numeracy skills.
The teaching and learning resource persons will be responsible for the following deliverables
Building the capacity of teachers to effectively adopt best teaching practices towards improvement of literacy and numeracy
Building the capacity of the other teacher coaches to effectively model best teaching practices towards improvement of literacy and numeracy
Continuous classroom support, observation and coaching
Providing feedback to teachers to grow their competences
Enhance accountability data for learning management
Continuous individualized coaching of teachers to enhance their teaching practices
Oversee Gender & Social Inclusion (GESI) mainstreaming and strengthening in project delivery
Oversee tracking and assessment of 10,123 girls’ learning every term
Document teachers’ experiences on coaching and mentorship in teaching
Document Learners experiences on learning based on teacher coaching
Design Teacher Professional Development packages
Ensure quality control for cascade trainings towards teacher quality improvement
REQUIRED QUALIFICATIONS
The ideal candidate should:
A Minimum of a Bachelor’s degree in Education or its equivalent
Have at least 3 years Literacy or Numeracy teaching experience
Have at least 3 years’ experience working in rigorous education project whose focus is improving teaching and learning
Be an authority in Teaching and Learning
Demonstrate skills and ability to design trainings meant to improve teacher skills and quality in teaching
Model best teaching approaches and skills in acquisition of literacy and Numeracy competencies
Have proven track record in continuous classroom support for better teaching and learning
Demonstrate ability to provide feedback to teachers to grow their competences
Be competent in accountability data for better learning management
Have the ability to assess literacy and numeracy skills
Have strong communication and writing skills
Demonstrate at least 3 years’ experience in working with the NGO sector
