Officer, Numeracy

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About the Organization

Founded in 2000 on the belief that World Change Starts with Educated Children®, Room to Read envisions a world free from illiteracy and gender inequality, where all children have room to read, learn and grow – creating lasting change. Through our Literacy Portfolio, we train and coach teachers of the early grades in literacy instruction; create and publish quality books and curricular materials in local languages; and establish children’s libraries filled with diverse children’s books that can be enjoyed at school and home. Our Gender Equality Portfolio supports adolescents, particularly girls, in developing life skills that promote gender equality, helping them to pursue lifelong learning and make informed decisions.

Job Description

The Officer, Numeracy position will be based at New Delhi, India Country Office and report directly to the Director, Literacy. This position will involve frequent travel to field offices, as well as regular interaction with education officials, partners, school administrators, teachers, and students.

Job Responsibilities

Program Design and Development:

• Develop a thorough understanding of Room to Read’s Literacy program design and Numeracy domain needs aligned with the organization’s FLN (Foundational Literacy and Numeracy) strategy.
• Provide technical support to the state in System Strengthening and knowledge transfer.
• Update oneself regarding new programs/interventions of the like-minded organizations in states and changing trends and any new national/state level policies etc, as announced by the government.
• Support in the preparation of Numeracy based conceptual notes, learning frameworks, operation guidance notes, and related toolkits in alignment with project requirements
• Support the development of FLN numeracy-focused Teaching Learning Material’s review/revision for various literacy projects, which are aligned with the state and/or the projects.
• Explore and ideate the creation of new content for Numeracy, including edtech resources for RtR programs.
• Analyzing Govt’s TLM (Teacher Learning material), tools, processes or procedures of states FLN program to identify gaps.
• Contribute to the co-creation of foundational Numeracy resources with State Education department and other government departments.
• Design professional development frameworks/modules for educators and/or academic leadership teams across states (SRGs, DIETs (District Institute of education and Training), BRC/CRC (Block Resource person/Cluster Resource person) resource groups).
• Facilitate the translation of all training content, manuals, and handbooks into local languages, as when needed.
• Develop/refine the Facilitator Guides of professional development for internal staff.
• Develop nationwide workshop designs, facilitation modules, and academic resource toolkits for capacity building of state, district, and block academic teams.
• Lead the creation of nationally aligned numeracy assessment frameworks, classroom observation tools, academic monitoring formats, and quality benchmarks.
• Formulate strategies for strengthening academic capacity-building systems for CACs and other sub-state academic cadres across all partner states.
• Facilitate high-level FLN academic sessions during national training events, partner forums, or capacity-building workshops for academic leadership teams.
• Review emerging implementation/SLO trends on monthly basis, across projects, to ensure implementation is on track, also design course-correction strategies based on identified implementation or SLO gaps, if needed.

National Planning, Review and Governance:

• Develop or refine national annual and quarterly academic plans for numeracy-focused demonstration and scale-up projects.
• Conduct structured periodic reviews with state focal points to ensure alignment with national goals and academic design standards.
• Document key academic processes, innovations, learnings, and progress for national knowledge management repositories.
• Provide need-based technical planning and design support to states and regional technical teams for academic program strengthening.
• Prepare national-level academic reports—monthly, quarterly, and annual—consolidating insights and progress from multiple states.
• Maintain oversight of academic activity progress across states to ensure adherence to the national FLN framework and approved annual academic plan.
• Facilitate national review meetings, cross-state learning discussions, and thematic planning workshops with state academic representatives.
• Support in developing detail implementation plans for program interventions, and support state in negotiation of such plans with the respective state governments.
• Support in designing and roll‑outing intervention/s across designated state/states.
• Undertake team-level responsibilities like team management and their capacity building, as and when required.

Monitoring, Evaluation and Data Systems (National Design and Analysis):

• In consultation with the RME team design and governance of national data systems for academic assessments (informal, periodic, and third-party).
• Support the RME team with the interpretation of assessment and monitoring data to derive trends, insights, and evidence-based recommendations.
• Maintain consolidated national academic datasets related to schools, teachers, enrolment, officials, and academic cadres to support strategic decision-making.
• Create and manage a centralized master data architecture for academic indicators and program monitoring metrics.

Academic Monitoring Framework (Governance-Level Oversight):

• Ensure the presence of a standardized national academic monitoring framework guiding school-level observations conducted by state and district academic teams.
• Review and refine tools and formats used across states to ensure academic rigor and alignment with national FLN goals.
• Track academic monitoring data from all states via centralized dashboards and use these insights to inform national planning and academic redesigns.
• Provide strategic direction on quality assurance, academic consistency, and monitoring standards across the entire program geography.

Government Liaison and Technical Support:

• Serve as a technical resource at the district level and participate in technical assistance discussions with Attend government meetings, discussions and committees on foundational literacy and use those forums to advocate for enabling policies and government orders in support of RtR literacy program.
• Represent Room to Read in different forums and advocate the importance of foundational literacy and need for libraries and quality children literature in schools.
• Interact with key stakeholders (government departments and officials such as CDEO/ADPC/DEEO/RPs/DIET etc.) on a day-to-day basis to ensure delivery on program objectives and explore opportunities for systemic integration.
• Strengthen district’s capacity to achieve improved learning outcomes on foundational literacy.
• Provide technical support to DIET in multiple areas; foundational literacy, library, research, assessment, trainings under the recommendation from National Education Policy 2020 and NIPUN Bharat (National Initiative for proficiency in Reading with understanding and Numeracy).

Team Coordination and Capacity Building:

• Provide operational oversight to program Coordinators and program associates and support them and Identify gaps in the operational capabilities and plan for their capacity building in discussion with the state manager.
• Coordination with state program officer to share program updates, getting technical support as required in program and support in alignment of state level plans and priorities.
• Manage performance evaluation, capacity building and coaching of Program Associates and program coordinators.
• Provide technical oversight to program Coordinators and program associates to support and mentoring them in their coaching and communication with government officials and schools. Identify gaps in their capabilities and plan for their capacity building in discussion with the state manager and IDTS unit.

Participate in Meeting/Workshops at State and INCO Level:

• Participate in IDTS workshops on material development, training module development and training of trainers.
• Attend review meetings at the state/national level and provide reflective feedback on program implementation and design issues. At the same time acts as the conducive way to transfer innovative ideas and practices from the national level (or from other states) on to the field. Escalate any concern/gap areas in the implementation in a timely manner.
• Participate in review meeting, training of trainer and any other required meetings or workshop at state/ INCO (India Country Office) level.

Planning, Reporting and Documentation:

• Responsible for preparing regular (monthly, quarterly, and yearly basis, including program data) qualitative reports and documenting event reports, case studies and best practices.
• Responsible for high stake donor reporting, developing their annual, half yearly, quarterly and monthly work plan for implementation.
• Responsible for preparing Implementation calendar, cash forecast, PRs budget outlook, AP&B and regular tracking of budget management.
• Assist in preparing all programmatic and financial reports as required.

Education Qualification/Required Skills & Experience

• Master’s degree in education / social sciences or equivalent preferred.
• Minimum 5 years of relevant experience in the education sector. Minimum 2 years of program management experience, preferably in education
• In-depth knowledge of foundational literacy, language and reading practices and approaches.
• Conceptual knowledge, lesson, and curriculum planning skills in Numeracy.
• Strong written and oral communication skills.
• Proven ability to work effectively with schools and communities.
• Ability to travel regularly to project sites in remote locations.

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