Pedagogical Advisor at Inspire Educate and Empower Rwanda (IEE Rwanda): (Deadline 31 August 2020)
Inspire, Educate, and Empower Rwanda (IEE) is a Rwandan local Education Not-For-Profit Non-Governmental Organization (NGO). Since 2005, in collaboration with partners, IEE has complemented efforts of the Ministry of Education/ Rwanda Education Board, contributing to educational implementation. IEE designs and delivers innovative programmes to address challenges to provision of quality education.
IEE programmes range from teacher development training and technical assistance, teaching and learning, curriculum and material development, research and evaluation, education policies and systems reform.
IEE collaborates with United Nations Children’s Fund (UNICEF) to complement pre- and in-service teacher development efforts implemented by Rwanda Education Board.
Particularly, IEE supports capacity development in the context of the national School-based Mentorship Programme (SBMP), for improved teaching and learning.
A latest addition to programming for in-service teacher development is Learning through Play (LtP), which is an evidence-based pedagogical approach to facilitating effective teaching and learning. LtP is aimed at introducing thoughtful usage of play in Rwandan schools to facilitate teaching and learning, for the benefit of improved learning outcomes for school children.
PURPOSE OF THE ROLE
In the context of the Pre-and in-service teacher development for quality results for children programme, the Pedagogical Advisor will be based at a Teacher Training College (TTC), responsible for providing day-to-day capacity support for Tutors and student teachers, in the context of the TTC competence-based curriculum. The Pedagogical Advisor will avail technical educational support to all learning activity at TTCs, to guarantee that teaching and learning at the TTC is aligned to the TTC curriculum framework, ensuring that graduating teachers are prepared to implement the basic education competence-based curriculum.
- Facilitate Tutor’s and student teachers’ understanding of the TTC competency-based curriculum and support teaching and learning activities in contribution to the achievement of intended learning outcomes.
- Facilitate student teachers’ understanding of the main components of education professionalism: Professional Knowledge, Professional Practice and Professional ethics, values, and behaviors in support of quality learner-centered teaching and learning.
- Collaborate with Tutors to establish a culture of Continuous Professional Development for student teachers, in preparation for engagement in in-service teacher development activity and life-long learning.
- Provide technical support to student teachers as they engage in teaching practice, to ensure they gain professionalism: professional knowledge, professional practice and professional ethics, values and behaviors.
- Support TTC Tutors in their teaching work, to ensure that teacher trainee:
- Attain skills for effective teaching using learner-centered pedagogical approaches.
- Know subject content for their respective areas of specialization and appropriate ways to teach it using learner-centred pedagogical approaches.
- Plan and teach effectively using learner-centred pedagogical approaches and set high expectations for their teaching and learner achievement.
- Engage in TTC-level assessment for evidence of attainment of learning outcomes.
- Study in an inclusive, learner-centred learning environment so as to replicate this in their long-term practice.
- Engage in TTC-based, play-based professional development in preparation for engagement in in-service teacher development activity and life-long learning.
- Support instructional materials design and development and usage by TTC Tutors and student teachers.
- Maintain excellent, collaborative relations with TTC communities to ensure effective programme implementation.
- Collaborate with the Pedagogical Coordinator and other CPD Advisors to benchmark effective practices for programme implementation towards the consolidated achievement of results.
- Support regular programme reporting efforts through regular provision of evidence-based programme reports.
- Ensure coordination with technical colleagues from other program components for the widened perspective in programme implementation.
- Collaborate with IEE communications staff on information-sharing related to TTC-based teaching and learning programme activities.
- Demonstrate sufficient cognitive flexibility, professional curiosity and initiative, and interpersonal sensitivity so that s/he is effective as a member and builder of CPD teams.
- Act as an agent of change, knowledgeable about personality and power dynamics, community issues continually identifying the best ways to move forward.
- Collaborate closely with team members to execute IEE’s Pre-and in-service teacher development for quality results for children programme, through CPD.
- Undertake any other professional roles additional to effective implementation of TTC-based technical support.
Qualifications, Experience, and Abilities:
- An upper second-class bachelor’s degree in Education is required.
- A master’s degree in Education is an added advantage
- A Minimum of 5 years of relevant experience working in the education sector, mentorship especially in the area of the competency-based curriculum.
- Proven Experience working in TTC is an added advantage.
- Experience designing and implementing teacher training programming and materials.
- Experience with instructional material design and development.
- Demonstrated research and development skills in education, especially in the field of pedagogy.
- Highly conversant in pedagogical innovations for teacher training and curriculum, in the context of Rwandan education policy.
- Proven team building and interpersonal skills within a multicultural context.
- Proven experience working with multiple education stakeholders, especially teacher trainers/ Tutors.
- Proven ability to negotiate diplomatically, and function well under pressure.
- Demonstrable teaching experience, contributing to quality learning.
- Demonstrable experience in programme monitoring, evaluation, and reporting.
- Good presenter with experience of presenting complex ideas to specialist and non-specialist audiences.
- Extremely well-organized multi-tasker.
- Self-motivated, ambitious, goal-oriented.
- Experience of working in the Education NGO sector.
- Rwandan nationality.
Work-Based Skills and Competencies:
- Excellent written and verbal communication skills in English and Kinyarwanda.
- Ability to clearly accurately articulate complex information to a wide range of audiences.
- Excellent written and oral presentation skills, with the ability to engage, inspire, build credibility, and engender trust with diverse audiences.
- Strong analytical and problem-solving skills.
- Demonstrable supervisory experience.
- Ability to enthuse and engage a diverse range of stakeholders internally and externally.
- A broad understanding teacher development and capacity building is an advantage.
- Time management skills, project management skills, and organizational skills. The ability to meet deadlines is essential.
- Ability to research and quickly disseminate relevant, emerging, and existing evidence-based practices and models.
- Able to work flexibly as part of a small team and to work independently.
- Competency in Microsoft applications including Word, Excel, and PowerPoint.
- Trustworthy, ethical, and authentic in all situations.
Qualified candidates are requested to submit a cover letter, and CV including names of at least 4 position-relevant referees with scanned copies of certificates/diplomas, to The Country Director, Inspire Educate and Empower Rwanda (IEE) at [email protected] on or before the closing date of August 31, 2020.
Please place “Pedagogical Advisor” in the subject line of the email when applying.
*Not heeding to this instruction will lead to disqualification.
Only short-listed candidates will be contacted.
No late application or telephone inquiries will be considered.
IEE upholds the commitment to gender balance and diversity without distinction as to race, gender or religion and without discrimination of persons with disabilities.