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 Literacy Facilitator (LF) is responsible for adopting innovative approaches to enhance children”s reading skills and foster a habit of reading by supporting and coaching teachers and Head Teachers. LFs will co-facilitate instruction and library training with Literacy Program Officers/Government (GoB) Officials and will participate in sub-cluster training and conduct session/discuss about Literacy Portfolio activities which are where appropriate. They will also assist in the preparation of training materials, reports, and documentation.

LF will be responsible for 20 GPS and reports to the Literacy Program Officer and is based on the assigned upazila within the district.

Key responsibilities:

• Provide support to the teachers in understanding the Modified Co-implemented literacy program.

• Provide support in implementing the literacy program intervention across assigned schools following the new design (Modified Co-implemented LP model).

• Works as a technical resource person in the assigned schools on applying literacy skills and the habit of reading techniques in the classroom and library.

• Provide 1 support visit and 1 monitoring visit each month in each school.

• Observe, demonstrate, and coach Grade 1 and 2 Bangla teachers and SRM teachers of G: 1 to 5 (Minimum 1 in each visit) in delivering the instructional and library component of Room to Read’s Literacy Program at the time of support visit.

• Coordinate with Head Teacher, cross checks all documents and materials, collect necessary data and support teachers as their requirement at the time of monitoring visit.

• Provide follow-up visits to the head teachers in coaching support visits (at least 2 schools per month) and assist teachers in adopting the RtR program components in their schools, including Early Grade Reading Instruction and School Libraries.

• Co-facilitated Bangla teachers” training, Library focal teachers”/SRM teachers training, and head teachers’ training.

• Assist the Literacy Program Officer in conducting different meetings organized for teachers, government officials and community people or any other stakeholders. LF also may have role of co-facilitator for these events.

• Ensure the timely delivery of all types of program related logistics (library books, instruction materials, and other program materials) to schools.

• Assist Grade 1 and 2 Bangla teachers in the effective use of ongoing student tracking assessments and provide a remediation & revision plan for improvement of Grade 1 and 2 students.

• Provide guidelines, manuals to the schools and communities and support in organizing literacy events (read-play, wall magazine, print reach classroom etc.), parent meetings and other community activities for promoting literacy environment at schools and communities.

• Collaborate with Head Teachers, the GoB Officials and the community are to develop a sustainability plan for the continued implementation of literacy program practices and acquiring resources (instruction materials, stationery, and new books) after Room to Read’s support ends.

• Support schools in implementing Books in BAG and day-to-day improvements.

• Participate in required training and professional development opportunities to understand the Literacy program and how to provide effective coaching support.

• Regularly consult with the Literacy Program Officer to provide feedback on program challenges and overcome initiatives.

• Participate in regular one-on-one meetings with the Literacy Program Officer to make sure the program is implemented smoothly in target schools.

• Participate in regular review meetings and any other activities that may be required to be undertaken to fulfill the objectives of the organization.

• Participate in government meetings as required.

• Conduct ongoing planning, documentation, and reporting of school visits and observations as required by Room to Read.

• Regularly collect school-level data, program implementation monitoring data, library systems data, and other required key program indicators.

• Document best practices and lessons learned and share with the supervisor and the Literacy Program Officer.

• Participate in any other activities that may be required to be undertaken to fulfill the objectives of the organization.

• Perform any other responsibilities as and when required, assigned by the Supervisor.

Qualifications:

Required:

• Bachelor’s degree in Education / Social Sciences or equivalent

• Minimum 2 years of relevant experience in development projects, preferably in education

• Strong written and oral communication skills

• Good interpersonal skills and a team player

• Ability to travel daily to target schools in agreed district

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 and Prevention of Sexual Exploitation and Abuse (PSEA) Policy.

About Room to Read: 

Founded in 2000 on the belief that World Change Starts with Educated Children®, Room to Read envisions a world free from illiteracy and gender inequality, where all children have room to read, learn and grow – creating lasting change. Through our Literacy Portfolio, we train and coach teachers of the early grades in literacy instruction; create and publish quality books and curricular materials in local languages; and establish children’s libraries filled with diverse children’s books that can be enjoyed at school and home. Our Gender Equality Portfolio supports adolescents, particularly girls, in developing life skills that promote gender equality, helping them to pursue lifelong learning and make informed decisions.

We support young people of all genders to overcome gender biases and build the knowledge and skills to create a gender-equal world. Room to Read collaborates with local communities, partner organizations, publishers, and governments to test and implement innovative models that can be integrated into the education system to deliver positive outcomes for children at scale. To date, Room to Read has benefited more than 50 million children in 28 countries.

Learn more at www.roomtoread.org.