World Change Starts with Educated Children

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IMPORTANT: All applicants must be legally eligible to work in the country where the position is located. Room to Read is not able to provide sponsorship.

Position Overview

The Senior Literacy Facilitator, Literacy Field is responsible for the implementation of the Literacy Program in Kilosa. The Senior Literacy Facilitator, Literacy Field leads both the strategic and tactical execution for implementing Room to Read’s Literacy program at the field level for a set of schools; serving as the technical expert on literacy skills and the habit of reading and supporting and coaching Ward Education Officers to adopt new ways of working while supporting Grade 1 and 2 teachers to increase their literacy teaching skills to promote habit and skill of reading.

Roles & Responsibilities:

Program Implementation, Training, and Monitoring

• Serves as the technical resource in the Ward on applying literacy skills and the habit of reading techniques in the classroom.
• The Senior Literacy Facilitator coordinates closely with the Instructional Design and Teacher Support Unit to ensure successful implementation of the program design and provides feedback on how well it works.
• Regularly observes, demonstrates, and coaches Ward Education Officers (WEOs) as they support teachers in delivering the instructional component of the Literacy Program.
• Supports Ward Education Officers to support teachers in effective use ongoing students’ assessments on instruction.
• Support Ward Education Officers to analyzes data related to formative student assessments
• Regularly provides an update to the Ward Education Officers on progress and coaches him/her on ways to support teachers and ensure longer term sustainability of literacy outcomes within the ward
• Attends and participates in teacher training related to the Literacy program.
• Supports Ward Education Officers during donor visits through demonstration of projects and presentations, as needed.
• Assists Ward Education Officers in organizing and participating in literacy events, parent meetings and other community activities.
• Mobilizes and Support WEOs to organize and participate in the Ward Community of Learning sessions.
• Mobilizes and supports WEOs to participate in regular review meetings and any other activities which he/she may be required to be undertaken to fulfill the objectives of the organization.
• Liaises with the Instructional Design and Teacher Support Unit (IDTS) in preparation of training materials and participates in facilitating training.
• Liaises with IDTS unit to identify existing gaps, planning and provision of Ward based training.
• Coordinates the collection of Program Implementation Monitoring (PIM) data for being uploaded in SharePoint or in GSD and sharing with IDTS
• Coordinates the collection of success stories and best practices and sharing with LPOs for review and further process.
• Liaise with the Program Operations Manager and IDTS Unit to provide technical support to the Ward Education Officers.
• Assists Program Operations Manager and IDTS Unit to organize all logistics (i.e., venues, transportation, lodging, meals, etc.) for Literacy program training for Room to Read staff, teachers, and librarians.

Planning, Reporting and Documentation

• Conducts ongoing planning, documentation, and reporting of school visits.
• Coordinates the collection of success stories and best practices and sharing with LPOs/IDTS Unit for review and further process.
• Coordinates the compilation of various activities reports and ensures timely submission to LPOs/ IDTS Unit for review.
• Supports WEO to identify existing gaps, planning, and provision of ward-based training.
• Participates in regular meetings with local government partners and community.

Experience & Qualifications

Required

• Bachelor’s degree in education, Language Education, Foundational Literacy, Pedagogy, or related field.
• 2-5 years of experience in teaching, teacher coaching, or implementing education programs, preferably in early-grade literacy.
• Demonstrated experience providing field-level technical support to teachers, education officers, or school leaders.
• Strong background in early grade reading instruction, literacy development, or library program implementation.
• Experience conducting classroom observations, providing feedback, and facilitating professional development sessions.
• Experience working with government education structures (e.g., Ward Education Officers, school leadership teams, district education offices).
• Experience in implementation of Literacy Programs.
• Experience contributing to or reviewing educational materials (teacher guides, reading activities, training packages, learners assessment tools) is desirable.
• Strong understanding of pedagogical practices for early-grade literacy, including phonics, comprehension, and reading fluency strategies.
• Excellent coaching and mentoring skills, with the ability to model lessons and lead reflective conversations.
• Ability to analyze and interpret assessment data to guide technical support strategies.
• Strong facilitation and training skills.

Preferred

• Experience teaching at the primary stage
• Experience in developing and conducting on-site school support and coaching initiatives for teachers.
• Development and use of observation and other monitoring tools and practices to assess progress of primary school interventions.
• Effectiveness in working or volunteering in a non-profit organization that is focused on maintaining high quality work and low overhead.
• Prior track record of achieving results in a fast-paced, growth-oriented global or regional organization.

Compensation:

Room to Read offers a competitive pay with excellent benefits. The non-monetary compensation includes a unique opportunity to be part of an innovative, meaningful, fun, and rapidly growing organization that is transforming the lives of millions of children in developing countries by focusing on literacy and gender equality in education.

Child Protection Principles

• Room to Read is committed to the education and welfare of children and protecting them from abuse and exploitation
• Room to Read has zero tolerance for child abuse and exploitation.
• All children have the right to be free from abuse and exploitation, including neglect, maltreatment, and physical, mental or sexual violence, injury or abuse.
• All children should be treated with respect and dignity.
• The well-being of the child is Room to Read’s first priority when dealing with all identified or suspected cases of child abuse.
• Room to Read shall integrate child protection into all its organizational strategies, structures and work practices.

Protection from Sexual Exploitation and Abuse (PSEA) Principles

• Room to Read Representatives must create and maintain an environment that prevents sexual exploitation and sexual abuse.
• Room to Read has zero tolerance for adult sexual exploitation and abuse.
• Sexual exploitation and abuse are serious violations of fundamental human rights and will not be accepted or tolerated.
• All adults should be treated with respect and dignity.
• Room to Read implements a survivor-centered approach, putting the survivor’s rights and dignity at the forefront.
• Survivors referred to available professional assistance (e.g. mental health counselling), upon consent.
• Room to Read is an equal opportunity employer committed to identifying and developing the skills and leadership of people from diverse backgrounds.
• Read is a child-safe organization; all personnel must adhere to Room to Read’s Child Protection Policy, Child Protection Code of Conduct

• Serves as the technical resource in the Ward on applying literacy skills and the habit of reading techniques in the classroom.
• The Senior Literacy Facilitator coordinates closely with the Instructional Design and Teacher Support Unit to ensure successful implementation of the program design and provides feedback on how well it works.
• Regularly observes, demonstrates, and coaches Ward Education Officers (WEOs) as they support teachers in delivering the instructional component of the Literacy Program.
• Supports Ward Education Officers to support teachers in effective use ongoing students’ assessments on instruction.
• Support Ward Education Officers to analyzes data related to formative student assessments
• Regularly provides an update to the Ward Education Officers on progress and coaches him/her on ways to support teachers and ensure longer term sustainability of literacy outcomes within the ward
• Attends and participates in teacher training related to the Literacy program.
• Supports Ward Education Officers during donor visits through demonstration of projects and presentations, as needed.
• Assists Ward Education Officers in organizing and participating in literacy events, parent meetings and other community activities.
• Mobilizes and Support WEOs to organize and participate in the Ward Community of Learning sessions.
• Mobilizes and supports WEOs to participate in regular review meetings and any other activities which he/she may be required to be undertaken to fulfill the objectives of the organization.
• Liaises with the Instructional Design and Teacher Support Unit (IDTS) in preparation of training materials and participates in facilitating training.
• Liaises with IDTS unit to identify existing gaps, planning and provision of Ward based training.
• Coordinates the collection of Program Implementation Monitoring (PIM) data for being uploaded in SharePoint or in GSD and sharing with IDTS
• Coordinates the collection of success stories and best practices and sharing with LPOs for review and further process.
• Liaise with the Program Operations Manager and IDTS Unit to provide technical support to the Ward Education Officers.
• Assists Program Operations Manager and IDTS Unit to organize all logistics (i.e., venues, transportation, lodging, meals, etc.) for Literacy program training for Room to Read staff, teachers, and librarians.
• Conducts ongoing planning, documentation, and reporting of school visits.
• Coordinates the collection of success stories and best practices and sharing with LPOs/IDTS Unit for review and further process.
• Coordinates the compilation of various activities reports and ensures timely submission to LPOs/ IDTS Unit for review.
• Supports WEO to identify existing gaps, planning, and provision of ward-based training.
• Participates in regular meetings with local government partners and community.

• Strong understanding of pedagogical practices for early-grade literacy, including phonics, comprehension, and reading fluency strategies.
• Excellent coaching and mentoring skills, with the ability to model lessons and lead reflective conversations.
• Ability to analyze and interpret assessment data to guide technical support strategies.
• Strong facilitation and training skills.

• Bachelor’s degree in education, Language Education, Foundational Literacy, Pedagogy, or related field.
• 2-5 years of experience in teaching, teacher coaching, or implementing education programs, preferably in early-grade literacy.
• Demonstrated experience providing field-level technical support to teachers, education officers, or school leaders.
• Strong background in early grade reading instruction, literacy development, or library program implementation.
• Experience conducting classroom observations, providing feedback, and facilitating professional development sessions.
• Experience working with government education structures (e.g., Ward Education Officers, school leadership teams, district education offices).
• Experience in implementation of Literacy Programs.
• Experience contributing to or reviewing educational materials (teacher guides, reading activities, training packages, learners assessment tools) is desirable.
• Experience teaching at the primary stage
• Experience in developing and conducting on-site school support and coaching initiatives for teachers.
• Development and use of observation and other monitoring tools and practices to assess progress of primary school interventions.
• Effectiveness in working or volunteering in a non-profit organization that is focused on maintaining high quality work and low overhead.
• Prior track record of achieving results in a fast-paced, growth-oriented global or regional organization.