Teacher Development & Management (TDM) Advisor to REB
Closing Date:09 Jul 2021
About the role
The purpose of this role is to provide advice, technical expertise and support to REB’s Teacher Development & Management and Career Guidance and Counseling Department in matters related to effective and efficient management of teachers’ pre-service training and Continuing Professional Development, working alongside other REB and relevant Government stakeholders and with development partners as assigned by REB. The advisor will also provide advice on explicit strategies for increasing female representation and promoting equitable opportunities for all Rwandans at all levels of education.
This role will assist REB’s Teacher Development & Management and Career Guidance and Counseling Department (TDM & CGC) on:
- Providing support around Development Partners’ coordination and on operationalization and institutionalization of key partner supported roles and platforms with explicit strategies for increasing female representation in school leadership roles.
- Provide strategic expertise to allow coherence between policies, strategies and instructions related to supporting CPD of teachers and headteachers.
- Providing technical support and advice on management of teachers’ Professional Development and ensuring effective and efficient management, development, and training of teachers with explicit strategies for increasing female representation in school leadership roles.
- Undertaking of capacity assessments and the design and implementation of a long-term capacity building and training program on different aspects of teacher development and management as a means for skills transfer to the department’s staff.
The TDM Advisor will work directly with the Head of Teacher Development & Management and Career Guidance and Counseling Department. The post-holder will ensure that the advice and support provided is timely and according to expected high standards. The scope of work will include:
- Providing support around Development Partners’ coordination and on operationalization and institutionalization of key partner supported roles and platforms with explicit strategies for increasing female representation in school leadership roles:
- Advise on the coordination of Working Groups and task forces operating under TDM & CGC and on monitoring the implementation of actions from the WG meetings (Teacher Professional Development Working Group, School Leadership Taskforce, …)
- Institutionalize key partner supported roles within the system (SSLs, , NLLs, LLLs, Responsible, etc…) and embed key partner supported platforms (CoPs, PLCs and SGAEC, etc…) with explicit strategies for increasing female representation in leadership roles.
- Advise on institutionalization and operationalization of the District CPD Committees (DCCs) and Sector CPD Committees (SCCs) monitoring tools.
- Advocate for the institutionalization of Inclusive Education (IE) focal teacher position.
2. Provide strategic expertise to allow coherence between policies, strategies and instructions related to supporting CPD of teachers and headteachers:
- Provide advice on the ongoing work under the teacher statute.
- Advise on the development (update) and implementation of teacher Professional Development framework.
- Advise on the way forward for the developed CGC framework including on implementation of the framework.
- Advise on the way forward for the developed Teacher Development and Management (TDM) policy.
3. Providing technical support and advice on management of teachers’ Professional Development and ensuring effective and efficient management, development, and training of teachers with explicit strategies for increasing female representation in school leadership roles:
- Under the department’s guidance, support the process of updating the guidance on structured school based CPD to integrate guidance related to new features on single and double shifting systems.
- Advance the district-owned, needs-driven teacher training approaches informed by education plans and monitoring.
- Provide advice and technical support on management of teacher training data.
- Incorporate development partners’ good practices into REB approved teacher training materials for in-service teachers (qualified and unqualified) and Newly Qualified Teachers (NQTs), including gender responsive pedagogy.
- Advocate for the inclusion of effective development partner approaches into the compulsory in-service training modules for teachers.
- Strengthen the SBM system and incorporate explicit strategies for increasing female representation in the SBM workforce.
- Support coherence between pre- and in- service training of teachers including through the coordination of development partners’ programs.
- Advocate for inclusion of girls’ education component in the CPD of teachers.
4. Undertaking of capacity assessments and the design and implementation of a long-term capacity building and training program on different aspects of teacher development and management as a means for skills transfer to the department’s staff:
- In partnership with the Head of Department, undertake capacity needs assessment for the department staff.
- In partnership with the Head of Department, design a capacity development plan for addressing identified capacity gaps and needs.
- Conduct capacity development activities for the department staff in line with the developed capacity development plan.
- Document, share and encourage the use of good practices and resources around teacher development and management.
- A Master’s degree from a recognized institution in educational leadership, teaching, social sciences or related field;
- In depth understanding of the Rwandan education system and recent knowledge related to pre- and in-service training for teachers, school leadership, school governance, and competence-based education;
- Knowledge of change management processes at school and district level, including school planning and evaluation processes, teacher performance management, and the role of external inspection;
- Knowledge of and/or experience with cross-cutting themes as girls’ education, child safeguarding and inclusive education;
- Must have excellent written and oral English skills and should be able to communicate well with senior government officials. Kinyarwanda will be an added value;
- Must be proficient and strong in computer skills (MS Office package, Database Systems, Statistical Analysis).
- Must have a good grasp of project management disciplines to support successful implementation of activities.
- Experience providing technical support to senior education and government officials and programme teams;
- Experience in developing and providing professional development for teachers, school managers and education officers;
- Must have demonstrable ability in the facilitation of stakeholder engagements and training workshops.
- Experience working with international NGOs in education would be an added value;
- Extensive experience in teacher training;
- Extensive experience in school leadership and management;
- Experience with the Rwandan Education system, teaching and general education context;
- Experience with supporting and implementing gender specific projects and promoting girls’ education, child safeguarding and inclusive education.
- Must have excellent communication and interpersonal skills.
- Must have the ability to work in a multidisciplinary and multicultural team environment.
- Must be strong in team-work, team-building and motivational skills.
- Must be strong in negotiating, analytical, critical thinking, reporting and influencing skills.
- Must be result-oriented, a team player, exhibiting high levels of enthusiasm, tact, diplomacy, and integrity.
- Must display cultural, gender, religion, race, nationality and age sensitivity and adaptability.
- Must fulfil all obligations to child protection awareness, gender sensitivity and must have zero tolerance for sexual harassment and corruption.
Education Development Trust is committed to safeguarding and promoting the welfare of children, and applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers and police clearance checks.
About the organisation
Building Learning Foundations (BLF) is a programme funded by the UK government which aims to improve the quality of teaching and leadership in Rwanda’s primary schools. The objective of BLF is to improve English literacy and Mathematics in grades P1-P5, ensuring that children have the required foundational skills to make successful progress through the system. BLF focuses on building the capacity of teachers, enhancing school leadership, strengthening the country’s education system and improving education for children with special educational needs. This project is delivered by a consortium consisting of Education Development Trust, the consortium lead, VSO and British Council.
Interested candidates should send an application letter plus updated Curriculum Vitae in English, including 3 names of professional referees through: https://careers.educationdevelopmenttrust.com/vacancies/1257/teacher-development–management-tdm-advisor-to-reb.html
The deadline: July 9, 2021