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Teacher Professional Development Technical Lead


الوصف ومتطلبات الوظيفة
JOB TITLE:  Teacher Professional Development Technical Lead  TEAM/PROGRAM:  Programs  LOCATION: Amman, Jordan POST TYPE:  National CHILD SAFEGUARDING: Level 3 - the responsibilities of the post may require the post holder to have regular contact with or access to children or young people External representation and communications: Level 4 Interpersonal contact is regular and varied, and involving negotiation, influencing skills, and representation of SC .The position has moderate to high impact on the reputation and performance of the organization.   ROLE PURPOSE:    TREE (Transforming Refugee Education towards Excellence) programme is a five-year partnership between the Ministry of Education (MoE), Save the Children, Community Jameel, Abdul Latif Jameel World Education Lab (J-WEL), and Dubai Cares. The program is focusing on developing a new approach to improve teacher well-being and teaching quality through professional development. TREE programme works with teachers in public schools, to co-design, prototype and test new tools and approaches for improving teacher well-being and teaching quality in Jordan. The programme adopts a user-centred and iterative design to ensure that programme outputs are effective, relevant, and appropriate for teachers in Jordan. Following a design thinking and adaptive approach, the TREE programme will work with teachers to co-design modules/curriculums that improve their well-being and quality teaching standards. By the end of the programme, Save the Children and partners are looking to have developed an effective approach to increasing teacher well-being and teaching quality that can be scaled up in Jordan and to other contexts ( regionally and globally).   The Teacher Professional Development (TPD) Technical Lead will be responsible to lead and provide technical support to the technical component of the TREE programme. He/she will lead the co-design, development, and implementation of TPD  approaches/modules that focus on  improving teachers’ well-being and teaching practices. The Technical Lead is expected to provide strategic technical oversight and support the development of the approaches. He/she will serve as the principal institutional liaison with stakeholders, ensuring quality, timeliness, and efficiency of all TPD products and activities generated under the programme.    SCOPE OF ROLE:    Reports to: TREE Programme Director - Chief of Party (Save the Children Jordan)  Dimensions:   External: Program partners and donors, MoE, and other relevant stakeholders.  Internal: Program team, including speciaslits, officers, coordinators, and Support Support Services teams.   Staff directly reporting to this post: three (3) senior education specialists and technical coordinators   KEY AREAS OF ACCOUNTABILITY:   First: Design (design thinking) and Planning 
Lead the utilisation of the design thinking approach and process (empathy, define, ideate, prototype, test and launch) to support the development of human-centred TPD content for teachers of different levels.
Lead and supervise the development of TPD curriculum and resources related to two domains of TPD system using blended learning methods.
Ensure teachers are at the heart of the co-design process of the TPD content and that the teacher task teams role is fully activated. 
Lead the production of e-learning resources concerning the TPD curriculum and content.
Supervise the design, planning, and implementation of training for teachers at different phases of the program as per agreement with MoE. 
Analyse and reflect on feedback gathered from the teachers on TPD content and approaches.
Develop detailed work plans for the development of TPD curriculum, as well as testing and roll-out of the curriculum along with other related documents (Procurement Plan, Recruitment Plan, Communication Plan, Spending Plan, etc.).  
Second: Technical Component Implementation 
Lead the implementation of programme activities, including the testing and roll-out of the TPD developed curriculum with 500-1000 teachers in different schools.
Lead the development of the community of practices with teachers and school leadership.
Ensure activities implemented are in line with the procedures established by bilateral Memorandum of Understandings (MoUs); 
Work with relevant programme staff to identify any implementation-related, technical, and operational issues/challenges.
  Third: Coordination 
Manage the relationship and information flows between key internal and external stakeholders in relation to the technical component of the program. 
Work closely with the MoE and other relevant key stakeholders and partners to develop or adapt approaches/strategies and materials for the TPD curriculum and training for teachers. 
Facilitate coordination meetings between relevant stakeholders for the programme’s technical component and ensure monitoring associated progress.
Contribute to the development and execution of advocacy and communication strategies.
Patriciate in internal and external meetings, and present different aspects of the programme’s technical component.
  Fourth: Quality & Learning 
Develop and supervise quality assurance standards for TPD content development, training, coaching, and online production, whilst ensuring that quality standards are met.  
Monitor and analyse program performance through a range of measures, and communicate this back to the relevant departments/staff with appropriate recommendations.
Coordinate with MEAL and programme learning lead in developing relevant M&E systems and tools and ensure regular follow-up on monitoring data relevant.
Establish mechanisms for knowledge sharing and learning between programme stakeholders and with other parties.
Ensure that lessons learned are consolidated and used to inform ongoing and future practices.
  Fifth: Management 
Lead a team of education specialists to ensure quality delivery of the programme.
Coach, train, and mentor staff with the aim of strengthening their technical capacity, exchanging knowledge within the team and providing professional development guidance.
Prepare periodical program and donor narrative progress reports and other related technical reports.
Monitor relevant component of the budget regularly and ensure compliance with financial procedures.  
  SKILLS AND BEHAVIOURS (Our Values in Practice)   Accountability:
Takes responsibility for decision-making and efficient resource management, and holds team and partners accountable for delivery of their responsibilities by delegating effectively, affording staff professional autonomy, providing the necessary development to improve performance, and applying appropriate consequences when results are not achieved;
Creates a managerial environment across the Country Programme to lead, enable, and maintain Save the Children’s culture of child safeguarding, achieving results together with children and role modelling Save the Children’s values.
Ambition:
Sets ambitious and challenging goals for self and team, takes responsibility for own personal development, and encourages team to do the same;
Engages and motivates others by widely sharing their personal vision for Save the Children;
Future orientated, strategic and global thinker.
  Collaboration:
Builds and maintains effective relationships with team, colleagues, members, donors and partners;
Values diversity as a source of competitive strength;
Approachable, diplomatic, and supportive, with well-developed listening skills.
  Creativity:
Develops and encourages new and innovative solutions both on a personal level and by building and leading teams willing to take disciplined risks.
  Integrity:
Honesty, openness, and transparency;
A strong commitment to Save the Children’s vision of a world in which every child attains the right to survival, protection, development, and participation.
  QUALIFICATIONS AND EXPERIENCE   Essential:
A post-graduate degree in education, social work or in any of the social science subjects;
At least 5 years in a senior education technical and management role in an international NGO or similar organisation. 
Demonstrated experience in the education sector, including strategic planning and implementation of education programmes 
A demonstrated technical knowledge and proven experience in relation to education system strengthening,   TPD system  and digital/ e-learning development and production. 
Experience working on an agile and iterative programme, with a strong understanding of design thinking approach and how to apply it to product or programme design.
Ability to analyse information, evaluate options and to think and plan strategically;
Experience of working with and managing specialists and experts team;
Experience of working with and building the capacity of the MoE and teachers at governorates and national levels;
Excellent analytical and interpersonal skills.
Outstanding coordination, facilitation and presentation skills.
Strong networking skills, with a proven ability to work and communicate effectively with diverse groups of individuals, including individuals from different nationalities/backgrounds. 
Ability to achieve results and maintain consistent high standards of professional behaviour and achievement, including when working alone. 
Commitment to and understanding of child rights, the aims and principles of Save the Children, and humanitarian standards such as the Sphere Charter and the Code of Conduct. 
Fluent in Arabic and English language writing and communication skills.

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