English Language Quality Manager, Peshawar

PROGRAM BACKGROUND:

The International Rescue Committee (IRC) responds to the world’s worst humanitarian crises and helps people to survive and rebuild their lives. Founded in 1933, the IRC offers lifesaving care and life-changing assistance to refugees forced to flee from war or disaster.

The IRC has been working in Pakistan since 1980. The IRC is leading a USAID-funded Pakistan Reading Project (PRP) to improve the quality of reading in public and private schools, supporting at least 2.5 million additional primary school students to read at a level commensurate with standards at their grade level. This goal will be supported by the mutually-reinforcing components of teacher education and professional development (PD), systems reform, and civil society engagement.

RESPONSIBILITIES:

Demonstrated innovation and success in staff capacity-building and in participatory, flexible, and gender-sensitive programming and implementation; Fluency in English and Urdu is required.Manage rollout of training activities for pre- and in-service teachers in English Language;Deliver training of trainers in English Language literacy content;Support development and distribution of English Language Kits of supplemental teaching and learning materials;Coordinate with Urdu Language Reading Specialist to ensure cohesion of teacher professional development training contentCoordinate with other regional English Language Advisors and Senior English Language Advisor in Islamabad to design and deliver teacher education training programs’ curricula and materials;Contribute to work planning and quarterly and annual progress reporting for English language training program activities;Contribute written inputs and monitoring data for regular English Language content reports;Represent PRP and IRC to key government counterparts, donors, and education institutions at the provincial level.

QUALIFICATIONS

Education:

BA in TESOL, Applied Linguistics, Education, or other relevant discipline

Work Experiences

A minimum of five years’ TESOL training experience, preferably working with teachers;

Demonstrated Skills:

Experience in managing training activities and workshops (e.g. managing training logistics and developing training materials);Demonstrable interpersonal and intercultural skills and experience working closely with international teams;Strong organizational and administrative skills, with high attention to detail;Excellent oral and written communication skills, including computer skills – word processing, Excel, etc.;Previous experience with donor-funded programs preferred;

Language and Computer Skills:

Strong written, verbal and communication skills in English and Urdu. Knowledge of local language preferredGood report writing skills
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Pre-Service Teacher Training Manager, Peshawar

PROGRAM BACKGROUND:

Pakistan Reading Project (PRP) is a USAID funded project to improve the quality of reading in public and private schools across Pakistan, supporting at least 2.5 million additional primary school students to read at a level commensurate with standards at their grade level. This goal will be supported by the mutually-reinforcing components of teacher education and professional development (PD), systems reform, and civil society engagement. The Pakistan Reading Project is a five year project to be implemented in 67 districts of 8 provinces across Pakistan. 

RESPONSIBILITIES:

SCOPE OF WORK:

The Pre-Service Teacher Training Manager will work with the province’s universities and colleges and DOEs to coordinate and implement the project’s pre-service activities. 

Responsibilities

Ensure that all Teacher Training Institutes (TTIs) offer the new B.Ed./ADE degrees; Ensure that all universities offer the new teaching of reading specialization;Ensure that the TTIs recruit more students to join the B.Ed./AED degree and reading specialization programs; Develop and implement program to help TTIs increase the number of women participating in their degree programs; Develop and introduce activities to help TTIs improve student teacher practicums; Collaborate with other project and TTI staff to introduce eLearning courses in universities; Develop and help implement a strategic planning activities at TTIs to improve the effectiveness of their programs; Develop and help implement on-going professional development programs for TTI faculty to enable them to implement the new B.Ed./ADE curriculum and teaching of reading specialization courses; Develop and help TTIs implement a monitoring and tracking system to enable them to track progress toward achieving the different objectives of the project;Help TTIs to integrate the new teaching of reading course into their program;Build on existing TEP systems and policies put in place to support the expansion of ADE/B.Ed. programs rather than create different or parallel systems/policies for implementing ADE/B.Ed. programs under PRP;Facilitate participatory self-assessments of TEP-participating TTIs on the status of the new degree programs via survey, site visits, and focus group discussions with administrators and faculty to identify models of success, obstacles to adoption, and best practices that can accelerate expansion to other TTIs;Support TEP-participating TTIs to strengthen their strategic planning and management capacity by reviewing and addressing the findings of the self-assessment and updating their strategic plans;Support universities offering the new programs to develop and deliver distance learning versions of core B.Ed./ADE courses for students with support from PRP niche partner AIOU. 

QUALIFICATION

Education:

Bachelor’s Degree in Education, or related fields. Masters’ degree preferred

Work Experiences

At least 5-8 years of experience in professional development programs, teacher training, or other related fields.

Demonstrated Skills:

In depth familiarity with structures of Teacher Training InstitutesDemonstrated experience in programs that increase access to pre-service opportunities for marginalized and hard-to-reach groupsDemonstrated experience working with higher education institutions, Ministries of Education, and other stakeholdersDemonstrated knowledge of strategic planning, monitoring and evaluation, and communications techniquesExcellent communication skills

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Pre-Service Teacher Training Manager, Peshawar

PROGRAM BACKGROUND:

Pakistan Reading Project (PRP) is a USAID funded project to improve the quality of reading in public and private schools across Pakistan, supporting at least 2.5 million additional primary school students to read at a level commensurate with standards at their grade level. This goal will be supported by the mutually-reinforcing components of teacher education and professional development (PD), systems reform, and civil society engagement. The Pakistan Reading Project is a five year project to be implemented in 67 districts of 8 provinces across Pakistan. 

RESPONSIBILITIES:

SCOPE OF WORK:

The Pre-Service Teacher Training Manager will work with the province’s universities and colleges and DOEs to coordinate and implement the project’s pre-service activities. 

Responsibilities

Ensure that all Teacher Training Institutes (TTIs) offer the new B.Ed./ADE degrees; Ensure that all universities offer the new teaching of reading specialization;Ensure that the TTIs recruit more students to join the B.Ed./AED degree and reading specialization programs; Develop and implement program to help TTIs increase the number of women participating in their degree programs; Develop and introduce activities to help TTIs improve student teacher practicums; Collaborate with other project and TTI staff to introduce eLearning courses in universities; Develop and help implement a strategic planning activities at TTIs to improve the effectiveness of their programs; Develop and help implement on-going professional development programs for TTI faculty to enable them to implement the new B.Ed./ADE curriculum and teaching of reading specialization courses; Develop and help TTIs implement a monitoring and tracking system to enable them to track progress toward achieving the different objectives of the project;Help TTIs to integrate the new teaching of reading course into their program;Build on existing TEP systems and policies put in place to support the expansion of ADE/B.Ed. programs rather than create different or parallel systems/policies for implementing ADE/B.Ed. programs under PRP;Facilitate participatory self-assessments of TEP-participating TTIs on the status of the new degree programs via survey, site visits, and focus group discussions with administrators and faculty to identify models of success, obstacles to adoption, and best practices that can accelerate expansion to other TTIs;Support TEP-participating TTIs to strengthen their strategic planning and management capacity by reviewing and addressing the findings of the self-assessment and updating their strategic plans;Support universities offering the new programs to develop and deliver distance learning versions of core B.Ed./ADE courses for students with support from PRP niche partner AIOU. 

QUALIFICATION

Education:

Bachelor’s Degree in Education, or related fields. Masters’ degree preferred

Work Experiences

At least 5-8 years of experience in professional development programs, teacher training, or other related fields.

Demonstrated Skills:

In depth familiarity with structures of Teacher Training InstitutesDemonstrated experience in programs that increase access to pre-service opportunities for marginalized and hard-to-reach groupsDemonstrated experience working with higher education institutions, Ministries of Education, and other stakeholdersDemonstrated knowledge of strategic planning, monitoring and evaluation, and communications techniquesExcellent communication skills

View the original article here

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