Consultancy Title: Consultant for teacher professional development with a Jordan curriculum subject specialism in Arabic, Mathematics, Science or English ( 14 months, 270 days) Amman-Jordan

negotiable / YEAR Expired 2 months ago
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JOB DETAIL

UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.

Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.

And we never give up.

For every child, Education

This 14-month consultancy will provide high quality technical assistance and support to the planning, implementation and quality assurance of multiple UNICEF supported education programmes including: components of the Schools Teaching for Learning Recovery (ST4LR – see diagram in Annex 1) programme in pilot in approximately 150 schools and improving the quality of education in the refugee camp programmes. The consultant(s) will work closely with the UNICEF Education, the Ministry of Education (MOE) and other partners to provide technical expertise to the implementation of education programmes.
National consultants will deliver the Teacher of the Future (T of F) professional development programme for school supervisors, principals, teachers, Syrian Assistant Teachers and Makani facilitators for face to face use. Professional development for these multiple stakeholders will take the form of delivering training in person and in different locations across Jordan. The work requires managing online blended notice boards, delivering workshops, marking reflective assignments, executive coaching and mentoring, observing lessons and providing feedback and working with professional communities of practice. UNICEF will expect the consultant to attend training on how to deliver Teacher of the Future Core course and the advanced course in order that they will then be able to deliver these courses in schools. The level of effort for this task is detailed in this document. The Teacher of the Future work is a requirement of all consultants hired to this position.
As a curriculum specialist in their subject area a Learning Recovery Consultant (LRC) will be expected to contribute to the review of learning materials including: lesson plans, curriculum frameworks, translating specialist language as required, online learning materials and attending MOE meetings related to the subject specialism. The level of effort for these tasks will be specified in the contract after appointment depending on the offer of the LRC.
At times National consultants will be expected to be able to teach children in order to trial the resources and professional development that has been developed as part of this consultancy. UNICEF will provide professional development for the consultants on the specific program materials so they can fulfil this role.
Consultants will be expected to contribute to the following programmes based on their curriculum specialism: Reading Recovery Programme (RRP) and Early Grade Reading Programme (EGRP), Learning Bridges (LB), Mathematics Accelerated Programme (MAP)
Consultants will also be expected to support specific schools in the refugee camps and in the host community. Geographical areas will be assigned specifically to consultants in negotiation with UNICEF. Consultants will not be expected to arrange their own travel, but for travel that requires the consultant to stay over in a distant location, DSA for hotels and food allowance should be factored into the contract by the consultant and will be payable based on receipts

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)

a)The LRC will attend the T of F TOT course and Advanced course in August 2024
b)The LRC will deliver the Teacher of the Future CORE TOT and advanced course to the MOE supervisor groups.
c)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).
d)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.

a)The LRC will attend the subject leadership and system strengthening courses in Semester 1 2024/25
b)The LRC will deliver subject leadership courses to schools and field directorate subject specialists (mathematics and Arabic)
c)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

a)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

a)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.
b)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.
c)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.
d)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.
e)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.
f)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)

a)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.
b)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.

For every Child, you demonstrate…

UNICEF’s values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS).

To view our competency framework, please visit  here.

UNICEF is here to serve the world’s most disadvantaged children and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, age, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, or any other personal characteristic.

UNICEF offers reasonable accommodation for consultants/individual contractors with disabilities. This may include, for example, accessible software, travel assistance for missions or personal attendants. We encourage you to disclose your disability during your application in case you need reasonable accommodation during the selection process and afterwards in your assignment.

UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.

Remarks: 

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws.

The selected candidate is solely responsible to ensure that the visa (applicable) and health insurance required to perform the duties of the contract are valid for the entire period of the contract. Selected candidates are subject to confirmation of fully-vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.

Amman, Jordan
This job has expired.