JOB DESCRIPTION

Fiji Program Support Platform (FPSP)

• Locally Engaged Personnel – till December 2027 possible 2-year extension 
• Education Districts: Ba/Tavua/Ra

Program Overview:    

The Fiji Program Support Platform (FPSP or the ‘Platform’) is a Department of Foreign Affairs and Trade (DFAT) investment that contributes to the delivery of Fiji’s national development priorities, in line with the Australia’s International Development Policy, the Fiji-Australia Vuvale Partnership and the Development Partnership Plan.

The Platform delivers key bilateral programs, such as health, education, scholarships, social infrastructure, governance, climate and emergency preparedness and response. Platform activities identify and address climate risks, promote climate action, and gender equality, disability and social inclusion (GEDSI) across and beyond the sector programs.

The Platform has three functional Outcomes:

1. The Platform has delivered its sector program outcomes, including through supporting strategic coherence, planning, partnerships management, data and learning across the portfolio of investments.
2. The Platform has prioritised gender equality, disability-inclusive development, and climate and disaster resilience, in its systems and practices. This includes in how it undertakes sector programming and its engagement with selected Government of Fiji (GoF) agencies.
3. The Platform administers timely and efficient programming that is: value for money; maximises use of local supply chains; and supports good governance, and public diplomacy, effective decision making and risk management.

AFEP Overview:

The Australian Government is supporting Fiji’s education sector through the Australia Fiji Education Program (AFEP, the Program) working with the Ministry of Education (MoE).

The objective of the AFEP is “to work with the Government of Fiji under the Vuvale Partnership to catalyse quality education delivery for all Fijian children”.

The changes expected by the end of the five-year program are:

• EOPO 1: Schools, particularly trial schools, have improved student literacy and numeracy outcomes, supported by enabling policies, plans and data from the Ministry of Education.
• EOPO 2: Heads of schools and teachers, supported by enabling policies and data from the Ministry of Education, provide a safe, resilient and inclusive learning environment for all students, particularly in trial schools.

Four intermediate outcomes will provide pathways to meet these end of program outcomes in priority areas, like implementation of the revised literacy and numeracy curriculum in primary and secondary schools, professional development interventions, analysis and improvement of the Fiji Education Management Information System (FEMIS), as well as GEDSI and student wellbeing.

The funding for the program is approximately AUD45 million over 9 years (5 years, with an option to extend for a further 4 years) and delivered through a range of activities to achieve the program’s objectives. Implementation modalities include technical advice, procurement of technical services and goods, minor works and infrastructure upgrades, capacity building and training support, support to Ministry led initiatives and innovations, and grants to civil society organisations (CSOs).

Position Summary: 

In coordination with the Curriculum Advisory Services Unit (CAS) of the Ministry of Education, in particular the English Curriculum Specialists, the Teaching Learning Officer (TLO), English Curriculum (Secondary) will support the rollout of the Year 9 and Year 10 Revised Secondary English Curriculum (RSEC) at focus schools and eventually multiple schools within an education district. Future work may also focus on Years 11-13.

In collaboration with the English Curriculum Specialists and Coordinators, the Teaching Learning Officer will work with – Year 9 and 10 English teachers, Heads of Language Department, Heads of School, and teachers (School Staff) to support implementation of the RSEC and related changes to classroom pedagogy through school-based training and support, and the provision of professional development. Additionally, they will administer pre and post assessment according to a set evaluation plan and collaborate with Secondary English Team and CAS to develop an inclusive mentoring plan for their assigned schools.

The Teaching and Learning Officer will support Focus School Staff by modelling lessons, team teaching and assisting with planning to improve the teaching and learning of the RSEC. Furthermore, they will monitor progress in teaching and learning within their assigned schools, in collaboration with the Secondary English Team and engage in professional discussions based on observations and data.

Each TLO will be based within a District Education Office, reporting to the Senior Education Advisor (SEA) and AFEP English Coordinator. The expectation is that they will be working either directly or online with schools for the majority of the time.

TLO will work collaboratively with Divisional and District Education officers, Education and Senior Education Officers, School Staff and students in schools throughout Fiji. They will also participate in the revision of the Year 10 curriculum and model units and the development of teaching and learning materials for Years 10-13.

Furthermore, The TLO will assist Focus Schools in support to other schools in their clusters and engage in professional development activities based on observations and data.

Full training will be provided to ensure that the Teaching and Learning Officer understands the coaching model, the RSEC, the pedagogies, and the teaching strategies that will form the basis for this trial of RSEC.  The TLO will need to demonstrate a growth mindset and a commitment to their role as change agents within the education sector.

Key Responsibilities:

• Coaching/mentoring School Staff and students to become competent, engaged stakeholders in using the RSEC and related teaching and learning approaches.
• Collaborating with the CAS Secondary English Team to develop and model practical units and lessons based on the RSEC’s teaching strategies.
• Supporting School Staff in the development of teaching and learning resources.
• Providing professional development and supporting School Staff to provide professional development for other school staff, as required.
• Support SEA and District Education Advisors (EA) in their monitoring and oversight of delivery of secondary school English
• Data collection and evaluation – including applying PM Benchmark assessments and English Diagnostic during pre and post assessments (training will be provided) and classroom lesson observations
• Assisting School Staff to understand, plan and implement differentiated teaching and learning strategies through their planning and practice -including students that are at-risk, those with a disability and those that are gifted.
• Communicating with stakeholders, the CAS Secondary English Team and relevant CAS Officers.
• Other duties as required by the English Coordinator (Secondary) and SEA within the parameters of this Terms of Reference

Key Working Relationships:

Reporting to:

• Coordinator, English Curriculum (Secondary)

Other:

• AFEP Team
• Curriculum Advisory Services Officers, Education Advisers and Senior Education Officers
• Divisional and District Officers.
• Heads of Schools, Heads of Department and relevant teachers within the Ministry of Education.

Selection Criteria:

Qualifications

• A bachelor’s degree (Education/Literature & Language) or higher, with evidence of professional development in the revised secondary English curriculum.

Experience 

• Advanced knowledge and experience of student-centred pedagogy is desirable.
• Comprehensive understanding of teaching and learning for children across a variety of levels and abilities.
• Capacity to model and present confidently in classroom situations and in working with teaching staff.
• A passion for education and the ability to inspire this in others.
• Excellent communication skills and ability to build positive relationships.
• Computer skills for planning, communication and recording data.
• Fiji Teachers Registration Authority (FTRA) registration.
• At least 2 years school experience as a teacher in secondary schools, including recent experience teaching in the last 2 years is desirable.
• Demonstrated capacity to plan and deliver training workshops is desirable. 

Skills and Knowledge

• Knowledge and experience of literacy and student-centred pedagogies.
• Knowledge of literacy strategies and procedures particularly phonics and explicit instruction, and how to apply them in the classroom.
• Understanding of teaching and learning for children across a variety of year levels and with diverse learning needs.
• Understanding of how to work in a child safe and child friendly environment.
• Understanding of cultural sensitivity, gender equity, violence against women, people with disabilities, child protection, environment.
• Demonstrated ability to develop and share a vision and deliver strategic approach.
• Sensitivity to other cultures and the ability to act appropriately in the context of Fijian culture and the workplace.
• Ability to work according to agreed principles and model the Abt/Platform’s principles including transparency, accountability, fairness, and collaboration.
• Strong communication and interpersonal skills.
• Committed to reflective approaches in coaching and mentoring others.
• A demonstrated commitment to child protection and the prevention of Sexual Exploitation, Abuse and Harassment (PSEAH) and a robust fraud control and anti-corruption environment.
• Ability to plan and organise work systematically and meet deadlines.

How to Apply: