Teacher Professional Development Specialist

Background Insert background about War Child Holland in Lebanon   Purpose of the job The Teacher Professional Development Specialist provides effective support to the War Child Holland Lebanon programme.  This will entail developing and implementing best ‘good practice’ teacher professional development programming based on Ministry of Education and Higher Education curricula.  The Teacher Professional Development Specialist contributes to ensuring quality and accountability standards are met during programme implementation. This will, support War Child Holland’s ambitions to support children’s access to high quality learning opportunities in Lebanon.      Position in the organisation The Teacher Professional Development Specialist is part of the Programme Development Unit and reports to an Education Programme Manager.    Location:  This position will be based in Beirut, with travel to War Child Holland programming locations in Lebanon including Tripoli, Saida, and Beirut.   Major responsibilities: In collaboration with the Programme Development Advisor – Education and relevant Programme Managers develop, implement, and oversee the teacher and facilitator professional development components of War Child Holland programmes; Advise on methods to effectively support the implementation of education programming based on Ministry of Education and Higher Education curricula and needs identified by teachers; Develop manuals and guides for teachers and facilitators, and coordinate training processes within War Child Holland programming; Train and mentor teachers and facilitators to ensure the quality execution of War Child Holland programming with an emphasis on fidelity; Enhance teachers and facilitators’ capacity working within War Child Holland programmes to use teaching resources optimally and creatively; Participate in the development of blended learning approaches for improving teacher and facilitator competencies; Support the development of blended learning approaches using technology to improve student learning outcomes; Support the integration of alternative methods of improving early and primary level literacy and mathematics, including through education technology on programmes through capacity development of partners and programme staff members; Actively pursue the adoption of new approaches to strengthen teacher and facilitator capacities with a desire to ‘break new ground’ whilst being pragmatic in terms of realistic possibilities; and Implementation and shape future practice in-service teacher professional development.     Results: Better motivated and capable teachers actively working towards children’s acquisition of relevant competencies Improved learning in schools and learning centres through more effective teaching and facilitation, adoption of the new curriculum, and through effective coordination and application of technical support Improved capacity of local programme partners and War Child Holland staff members to implement effective education programmes in a range of settings.   Knowledge and Skills: Qualified teacher with, as a minimum, a Certificate in Education from a recognised institution. Minimum of three years’ teaching experience, preferably comprising experience in both well-resourced and minimally resourced education systems. Experience teaching large classes and developing own teaching and learning materials in minimally-resourced education systems. Understanding and experience applying child-centred, process-oriented teaching and learning methodologies, positive discipline, as well as understanding of ‘traditional’ modes of delivery used by some teachers. Experience in adult learning methodologies and in training teachers in child-centred pedagogies, lesson planning and schemes of work, positive discipline, inclusive classroom management and curriculum strategies, differentiated teaching strategies, and formative and summative assessment. Experience in delivering a range of teaching development activities, preferably including through in-service, pre-service, and distance modalities, and at a variety of different levels, but especially training primary teachers. Experience to include the development of teacher training materials and/or curricula. This experience can be either as a teacher or as an external facilitator of teacher training. Experience in assessing capacity, designing capacity development strategies through participatory mechanisms, and delivering staff development through a variety of means, including formal and informal training, mentoring, and workshop facilitation. Ability to rapidly understand the policy, strategic, and institutional environment and to provide contextually appropriate, relevant, achievable and accurate technical advice. Up-to-date knowledge of trends in teacher development, preferably including own research. Project and programme management experience, including the ability to use ICT software to develop work plans, budgets, training plans and monitoring and evaluation tools, and the ability to write concise, accurate reports in easily-understood language. Commitment to participatory and inclusive methods of working, and to form relationships based on mutual respect and trust. Team player able to negotiate complex stakeholder environments and contribute to effective team-based, results-focused work practices.