Officer, IDTS (Instruction Designing technical support)

Designation: Officer, IDTS (Instruction Designing technical support)

Department: Literacy

Location: Ranchi, Jharkhand

Company Profile:

Room to Read India was established in 2003 and presently has programs in twelve states – Bihar, Chhattisgarh, Delhi NCR, Himachal Pradesh, Jharkhand, Karnataka, Madhya Pradesh, Maharashtra, Rajasthan, Telangana, Uttarakhand, and Uttar Pradesh. Room to Read is a global organization transforming the lives of millions of children by focusing on literacy and gender equality in education. Since 2000, Room to Read has benefited more than 52 million children across 29 countries. Learn more at www.roomtoreadindia.org.

Position Overview:

The Officer, IDTS will anchor and support all literacy inputs. The position will be based at Jharkhand and will report directly to Lead- State Project Management Unit level (SPMU) and have dotted reporting to Manager, Instructional Designing and Technical Support (IDTS)- Country Office, Delhi. One Program Associate (IDTS) will report to Officer-Literacy. This position will involve frequent travel to field as well as regular interaction with educational officials, partners and external experts.

Responsibilities:

Lead and Design state level Curriculum, Foundational Literacy and Numeracy (FLN) approach, Literacy Materials and Teaching and Learning Materials (TLM):

• Facilitate in formulating curricular position paper and vision document for state around Foundational Literacy and Numeracy (FLN), contributing to State Curriculum Framework (SCF).
• Provide guidance to state Foundational Literacy and Numeracy (FLN) Project Management Unit’s (PMU) in reviewing and finalizing Learning outcome framework, curricular frameworks on Literacy as per National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN) guidelines through a consultative process with State Council of Educational Research and Training (SCERT).
• Provide technical support to state FLN PMUs in designing curricular materials inclusive textbooks, school readiness materials, learning gap addressing materials, in-service teacher training plan.
• Support PMU and state level institutions in development of FLN tool kits with a focus around Foundational literacy.
• Guide in designing curricular materials and TLMs around Literacy for early grades.
• Build relationships with state and district education officials, government partners, and school administrators to further the program.

Vision building and Capacity Building of State and District Resource Groups on Literacy:

• Orient state curricular group on FLN principles and approaches.
• Build capacities of State Resource Group (SRG), District Resource Group (DRG) and core groups at different levels around FLN vision and approaches.
• Provide technical guidance to FLN core group in designing and facilitating capacity building workshops on literacy at state and district level.
• Ensure a resource group is available to the state around Literacy to support all FLN related technical work in the state.
• Provide technical support in establishing a system in the state to map level of proficiency of FLN teachers on literacy.

Lead Teacher Professional Development and support in strengthening field implementation of Foundational literacy:

• Provide support in developing a roadmap for Continuous Professional Development (CPD) of teachers on Literacy.
• Enable development of a professional development framework on Literacy for the state.
• Enable creation of professional development packages for teachers on Foundational literacy.
• Support state FLN state level core group in developing teacher development package on Foundational literacy.
• Support in developing assessment mechanism for the state in assessing efficacy of professional development and teachers’ proficiency around Foundational Literacy.
• Develop/refine state team capacity building on policy level, pedagogical level and teacher training facilitation skill with the Facilitator Guides.
• Regularly participate in coordination meetings with government counterparts, implementing partners, and internal teams to stay aligned on objectives, timelines, and deliverables, to ensure the project/intervention is on track in the state.
• Keep track of progress towards the agreed outcomes. Plan visits to the field to track project progress on regular basis.
• Analyze data from reading assessments, classroom monitoring data and/or library rating indicators to determine trends, if any and identify areas that need more focused attention. Review and revise program design, materials and training content accordingly.
• Work with the govt and internal stakeholders to strengthen the monthly review meeting at/state/district/block level around data-driven discussions and action plans on FLN implementation.
• Regularly participate in coordination meetings with government counterparts, implementing partners, and internal teams to stay aligned on objectives, timelines, and deliverables, to ensure the project/intervention is on track in the state
• Support in planning and participate in community mobilization events (e.g., FLN campaigns, Melas) and annual recognition ceremonies for high‑performing teachers/officials.

Guide and Support Technical Team at PMU level:

• Technically inform state FLN PMUs on conducting studies and formative assessment frameworks and tools around Foundational Literacy.
• Provide support to MEL team in designing FLN related studies in states with a focus on foundational learning and Teacher Professional Development (TPD).
• Provide technical support to PMUs in developing sustainability plan for FLN post NIPUN mission period.
• Provide technical support to state FLN PMUs in reporting the progress vis a vis Foundational Literacy as per approved work plan.
• Provide technical guidance to state FLN PMUs in developing monitoring indicators for education departments.

Qualifications:

Required:

• Master’s in education / social sciences or equivalent.
• Minimum 5 years of relevant experience.
• Prior experience of working with state governments towards state reforms in literacy would be desired.
• In-depth knowledge about language and reading practices and approaches, including national and international research on the same.
• Knowledge about early grade reading assessments.
• Experience of having worked with program design and log frames will be an added advantage
• Strong written and oral communication skills.

Compensation:

Room to Read offers a competitive salary with excellent benefits. Benefits include thirteenth month bonus, health insurance and a retirement plan. The non-monetary compensation includes a unique opportunity to be part of an innovative, meaningful, and rapidly growing organization that is changing transforming the lives of millions of children in developing countries on literacy and gender equality in education.

Room to Read is a child-safe organization; all personnel are expected to adhere to Room to Read’s Child Protection Policy and Child Protection Code of Conduct.

Application Procedure:

Kindly CLICK HERE to submit the application.

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