Consultant for teacher professional development - Amman, الأردن - UNICEF

وصف

• How can you make a difference?
  
  Scope of Work: Jordan Country Office (JCO) is working with MOE and partners to strengthen school leadership through a team-working approach to improve learning outcomes for all students including those who are vulnerable and have disabilities.
  
  JCO is also supporting the MOE to recover children's learning during and post COVID-19 with the development of a number of programmes designed to accelerate and recover learning. The consultant(s) will provide technical support to the delivery of these programmes through various activities outlined in the Education Section's workplan. These are discussed in the paragraphs that follow. Please note that it will not be expected that each consultant appointed will be expected to implement all these deliverables. The actual deliverables will be discussed and specified in the contract once an offer of appointment is awarded to the selected consultants.
  
  The following are examples of the deliverables that will make up the contract once the consultant is hired;
  
  Deliverable 1: Delivery of the Teacher of the Future (T of F) Professional Development CORE, TOT and Advanced Course (Mandatory)
  
• The LRC will attend the T of F TOT course and Advanced course in August 2024
• The LRC will deliver the Teacher of the Future CORE TOT and advanced course to the MOE supervisor groups.
• The LRC may be expected to deliver the CORE course to a group of participants (20 per group) which will include face to face teaching, online teaching, preparation and marking. All resources for the delivery of training will be provided by UNICEF. The Teacher of the Future CORE course is delivered to teachers over a period of two semesters (one school year).
• The LRC will play a Quality Assurance role, including mentoring and coaching in schools and working with implementing partner/s.
  
• Deliverable 2: Delivery of Professional Development courses for system strengthening and regular support for host schools.
  
• The LRC will attend the subject leadership and system strengthening courses in Semester 1 2024/25
• The LRC will deliver subject leadership courses to schools and field directorate subject specialists (mathematics and Arabic)
• The LRC will support schools in managing assessment processes and using learning and attendance data to set realistic targets in School Directorate Development Plan (SDDP) planning, to monitor and track the progress of learning outcomes.
  
• Deliverable 3: Delivery of Professional Development courses for system strengthening and regular support for camp schools
  
• The LRCs will support schools in managing assessment processes and using learning and attendance data to set realistic targets in SDDP planning, to monitor and track the progress of learning and attendance outcomes. This will involve individual schools visits and leading workshops for a cluster of schools. The LRCs will support the programming team in their work with school leadership by ensuring that the programming work that UNICEF does in conjunction with MOE and DOEs is effectively implemented at school level. The LRCs will support UNICEF work on prevention and inclusion by supporting schools to effectively embed existing activities that improve retention and attendance in their SDDPs. LRCs will quality assurance the work of an implementing partner.
  
• Deliverable 4: Professional development and support for RRP and EGRP
  
• RRP Curriculum Development: The LRCs will update, review, and finalise RRP training package and curriculum for use in host communities (ST4LR) and in camps and develop training materials/package for EGRP.
• RRP Assessments: The LRC will support ST4LR schools to administer screening and placement assessments for grades 4 to 9 students including monitoring the process and quality assuring results.
• RRP Capacity Building (ST4LR): The LRCs will facilitate capacity building trainings for stakeholders such as iNGO and NGO Implementation partners (IP); MOE, DOE, Arabic Coordinators, and teachers in host (ST4LR) community on the various components of the RRP including reading curriculum and delivery, assessment system and administration, monitoring and coaching, parental engagement.
• RRP Capacity Building (Camps) The LRCs will facilitate capacity building trainings for stakeholders such as an NGO Implementation partners; MOE, DOE, Arabic Coordinators, and teachers in camps (Formal Schools and NFE) on the various components of the RRP including reading curriculum and delivery, assessment system and administration, monitoring and coaching, parental engagement.
• RRP Monitoring and Coaching Support: The LRC will provide support to quality assurance including monitoring and coaching to NGO in the training of Principals/Arabic Teachers on the various components of the RRP in camps and host communities.
• EGRP capacity Building, Curriculum Development and QA: The LRC will support the implementation of the Early Grade Reading Programme in Syrian Refugee camps including capacity building trainings for teachers and quality assurance teams and conduct routine monitoring and coaching support at the school level.
  
• Deliverable 5: Professional development and support for the Mathematics Accelerated Programme (MAP)
  
• The LRC will map mathematics indicators for grades 2 to 9 in the second semester, preparing them for the assessment company to develop items for the post-semester 2 assessment and support in reviewing and proofreading assessment questions. The LRC will provide support in redesigning the content of Math Accelerated Programme (MAP) units based on the concepts and indicators of the post semesters assessments and taking into account the students' results in these assessments and recommendations from the National Centre for Curriculum Development (NCCD). This will involve reviewing the existing lesson plans and units, adapting them to the revised design for the MAP in the ST4LR programme by developing, rewriting, or adding new units.
• The LRC will support in developing and delivering the training package to a partner organization for implementing MAP in schools, covering aspects such as delivering lesson plans, utilizing tools and resources in MAP lessons, conducting assessments, managing the E-assessment system, fostering parental engagement in MAP, and providing mathematics coaching. The LRC will oversee the implementing partners, building their capacities in monitoring, coaching, and providing feedback in field directorate schools.
  
• To qualify as an advocate for every child you will have...
  
• Education: A bachelors degree in a school national curriculum subject (Arabic, English maths, science, humanities or arts) (essential). A masters/post graduate qualification in education (curriculum subject, research, assessment, school administration, management or leadership (desirable)
• Experiance: Extensive knowledge and experience of professional development for in-service teachers.
• Knowledge of and experience in delivering the Teacher of the Future Training Course preferred.
• Knowledge of the Jordanian public education system
• At least five years experience of teaching students within the range of 5 to 18 years in a school national curriculum subject.
• At least 2 years experience of pre or in-service teacher training
• Demonstrated experience of preparing learning materials including lesson plans, developing materials for teacher professional development
• The ability to use technology for education purposes
• Excellent skills of communication including being able to work as a team with a wide range of stakeholders
• Experience of working with school leaders is desirable.
• Developing country work experience and/or familiarity with emergency is considered an asset.
• Fluency in English is required. Knowledge of another official UN language (Arabic, Chinese, French, Russian or Spanish) or a local language is an asset.