Early Grade Reading (Egr) Facilitator- Background In Teaching, Preferably Arabic Teachers

Job Purpose: The Early Grade Reading (EGR) Facilitator assumes a role dealing with a variety of groups and individuals in the school setting and in the community.  In this very demanding position, an (EGR) Facilitator will serve as a specialist working in the field of clusters of schools participating in the IBESP. The (EGR) Facilitator will support school teachers, coordinate with staff all the resources, collect data and reports from teachers and supervisors and act as their adviser. He/she has to have a background in Arabic language & Literature/Education or previous experience in school setting and working with adults and children. The main focus of duty is to enable the implementation of the project that will assess the early grade reading level in Lebanese public schools and improve teachers’ performance and students' reading performance. Major Code of Conduct: An (EGR) Facilitator is responsible for and protective of the teachers, other teaching staff, students, parents, and school administrative team. An (EGR) Facilitator is responsible to report to the Project Coordinator under which he or she works.                          An (EGR) Facilitator is an advocate for the teachers, other teaching staff, parents and students. An (EGR) Facilitator will assist DOPS (Department D'observation pedagogique scolaire) and work together towards improving reading instructions. An (EGR) Facilitator is responsible to uphold the integrity and the values of IBESP and Ana Aqra Association through words and actions; and foster development of diverse concepts and new ideas. EGR Facilitator Scope of Work: An (EGR) Facilitator 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 in regards to grade level reading to provide an enabled teaching environment that hosts a community of learners. Collect data from teachers and school administrators and other non-teaching staff and reinforce the use of all evaluation tools. Facilitate the parents’ reading circles and encourage parents’ participation. Communicate with schools' administrative team, community members to activate the parents’ reading circles. Mediate and resolve arising conflicts according to IBESP, Ana Aqra Association and beneficiaries’ wellbeing. Contain challenges and manage problems. Compile and write needed reports. General Guidelines: An (EGR) Facilitator must have knowledge of IBESP and Ana Aqra Association internal guidelines and work plan, and the public schools in his/her cluster.  She/he must have wise mapping skills to moderate, transport and present. In carrying out the role of An (EGR) Facilitator, he or she should have an active interest in the success of the program. The (EGR) Facilitator should have an interest in the growth and development of the teachers, school administrative staff and other teaching staff that will enhance students' performance. An (EGR) Facilitator will develop forms and handouts (by email or any other available communication method) to inform teachers, school administrative staff and parents on the activities that will improve participation in the school and reading at large. An (EGR) Facilitator will run meetings for teachers and other teaching staff in his cluster on information exchange and or trouble shooting.  An (EGR) Facilitator will serve as a resource of information about the program to the interested public: Serve as a communicator for school officials, teachers and   parents; Act as a role model and source of moral and technical support for teachers, administrative staff,  other teaching staff, students, parents and community members; Provide advice and suggestions when sought out by teachers or parents;                                                     Act as a trouble-shooter as issues and problems arise, using available resources to resolve them; Identify teachers and administrative staff with leadership potential and encourage them individually and collectively to contribute to the reading improvement program and activation of parents’ reading circles. Specific Duties & Responsibilities: 1- Working with teachers and other school staff: In order to succeed in applying the program in schools and supporting teachers and other staff, the (EGR) Facilitator must adequately perform the following points to assist in creating a successful working relationship: Involve teachers and other staff in their own school experience by instilling a sense of belonging and school pride. Explore with teachers and other staff factors contributing to success or failure of the program and of students. Collect data using objective evaluation tools developed by the program evaluation expert and program director. Enter data and report all evaluations and students' performance to Project Coordinator. Discuss time management and program-requirements to ensure success.              2- Working with parents (parents’ reading circles): The following points help in creating a developmental working relationship with parents. Orient parents to school requirements, procedures and regulations for   improving reading and thus students' retention. Consult with the parents’ council regarding the structure of the parents’ reading circle program. Reinforce the importance of the parents’ role in the schooling process of their children and school expectations of students on an academic level. Interact with parents and other community members in order to involve them in school reading events and develop a sense of belonging. Meet with parents on monthly basis and become a friendly information resource regarding improving reading and other issues of concern, (e.g. health concerns, behavioural, psychosocial…). Implement the reading circles and work towards independent activation of those circles by parents.  3- Working with Other Staff: An (EGR) Facilitator is a member of IBESP and Ana Aqra Association working staff and community.  In the spirit of collegiality the (EGR) Facilitator works with other staff members to promote the program, to preserve organization order and to assist in the functioning of a professional success of programs. Advocate for teachers, parents and students with project coordinator. Assist project coordinator in communicating with teachers and monitors on issues of professional development. Assist DOPS personnel in the process of improving teaching and building the capacity of the Arabic teachers to improve reading at grade level. Aid project coordinator in communicating with parents’ council and other community leaders. Assist 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...). Consult with project coordinator regarding stressing issues and their impact on teachers and students’ behaviour and performance. EGR) Facilitator Additional information - The (EGR) Facilitator will be reporting to: Project Coordinator. - The (EGR) Facilitator will assist and work directly with DOPS representatives who are responsible for the classroom observation. - Work location: 4 public schools in proximate distance within same region. - Education Background: Bachelor or Master Degree in Arabic Language/ literature and/or Education (Early Childhood & Elementary) and/ or Teaching diploma or previous experience in school setting and working with adults and children. - Work Schedule: 8 hours per day. 5 days per week. M-F or M-S taking Friday off depends on School operation days and hours. - Technical skills required: Communication, computer in particular excel. Knowledgeable of the community they live in and its geography. Troubleshooting. Understanding log frame and implementing work plans. Prioritizing and working with groups and variety of people. Knowledgeable of the current education challenges and have a commitment to the child.