Early Grade Reading (Egr) Intervention Team Member

Ana Aqra Association has a vacancy for an Early Grade Reading (EGR) Intervention Team Member for the USAID-funded “Quality Instruction towards Access and Basic Education Improvement - (QITABI)” in Lebanon. This position is for a Lebanese national.  Job purpose: The position of Early Grade Reading (EGR) Intervention Team Member is a Full time or Part time position. The (EGR) Intervention Team Member assumes a role dealing with a variety of groups and individuals in the school setting and in the community. In this position, the (EGR) Intervention Team Member will support school teachers, coordinate with school staff, collect data and report to the management team. The main focus of duty is to enable the implementation of Qitabi project that will assess the early grade reading level in Lebanese public schools and improve teachers and students' reading performance. (EGR) Intervention Team Member Scope of Practice: An (EGR) Intervention Team Member provides an important contribution to the cluster of schools in a variety of capacities. The following areas are major points in service delivery: Facilitate and communicate with teachers and school administrators the procedures of the program components; Collect data from teachers and school staff and reinforce the use of all evaluation tools; Facilitate and activate the parents’ reading circles and encourage parents’ participation; Mediate and resolve arising conflicts; Compile and write needed reports. Specific Duties and Responsibilities: The duties and responsibilities of an EGR Intervention Team Member include: 1-    Working with teachers and other school staff by: Building the capacity of the Public school Arabic Teachers on the implementation of the balanced literacy program; Entering data and reporting on all evaluation tools and students' performance to Project Coordinator; Managing time in implementing the balanced literacy program inside the schools and ensuring the fulfillment of requirements needed to the success of Qitabi project. 2-     Working with other staff by: Assisting project coordinator in communicating with teachers on issues of professional development; Assisting DOPS personnel in the process of building the capacity of Primary level Arabic teachers in public schools; Working as a liaison between project coordinator and parents/ school community; Assisting teachers and other teaching and office staff in carrying out job functions when necessary (examples: help in assessing students, plan activities, ensure resources are available in the classrooms- ie classroom libraries, classroom materials, ICT...). 3-    Professional Development Responsibilities of an (EGR) Facilitator by: Developing knowledge and awareness of the formal public school rules and code of conduct; Developing knowledge of the principles and techniques of effective teaching of Reading and Writing; 4-      Working with parents (parents’ reading circles) by: Reinforcing the importance of the parents’ role in the schooling process of their children and school expectations of students on an academic level; Involving parents in school reading events and developing a sense of school belonging; Meeting with parents on monthly basis to explore and discuss issues of concerns affecting children’s reading improvement (e.g. health concerns, behavioral, psychosocial…). Skills Required: Knowledgeable of the community they live in and its geography; Excellent Communication, computer in particular excel, and Interpersonal skills; Troubleshooting; Prioritizing and working with groups and variety of people;   Motorized (has a car) and/ or able to transport easily within one Mouhafaza; Previous experience in school setting, teaching Arabic language for Grade 1- 6; Previous experience win an NGO and working with adults and children is a plus. Working Conditions: An Early Grade Reading (EGR) Intervention Team Member job requires the candidate to be: Present in the field most of the time with in school/learning settings; Working during weekdays with the flexibility of working during weekends, when needed; Working in multi-cultural settings, with in school and out of school children. Work Schedule: Full timers- 8 hours per day, 5 days per week (8:00 AM- 4:00 PM) Part Timers- 5 Hours per day, 5 days per week (8:00 AM- 1:00 PM) Monday-Friday or Monday-Saturday taking Friday off depends on School operation days and hours (8:00 AM- 1:00 PM)