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Responsibilities

The Professional Development Officer’s responsibilities will include, but are not limited to:

• Lead collaborative technical planning for sustainable short- and long-term teacher professional development activities at the regional level to strengthen language and literacy instruction and outcomes for primary school students.
• In collaboration with technical counterparts and the Professional Development Advisor, design and carry out high quality, CBC-aligned training plans and programs in language and literacy instruction, including early grade reading, inclusive pedagogy, inclusive teaching and learning materials, learning remediation, and continuous assessment.
• Provide technical assistance in school-based teacher professional development as well as in the development and implementation of continuous assessment.
• Liaise with MOE and government of Kenya counterparts at regional level in planning and implementation of teacher professional development activities, building on existing content and materials.
• Provide technical assistance to the development of online and hybrid teacher training materials and processes.
• Support in regular monitoring of classroom instruction and provide feedback and coaching to teachers post national training.
• Collaborate with technical team members in developing and implementing instruments for monitoring fidelity of implementation.
• Provide technical assistance and support to the development and implementation of training by Master Trainers with Head teachers, senior teachers, star teachers, and classroom teachers, as well as Quality Assurance and Standards Officers (QASOs) and Curriculum Support Officers (CSOs) in the region.
• Work with the KPLP administration and finance team and counterparts to establish planning and budgeting procedures for supported training.
• Institute and monitor procedures to ensure prompt collection and submission of implementation data.
• Collaborate in the development and implementation of the collaboration, learning, and adapting (CLA) agenda.
• Work with Curriculum Support Officers (CSOs) in the formation of community of practice and planning for regular reflection meetings for teachers.
• Prepare data and information for project quarterly and annual reports, and other data and reports as required.

Qualifications

The candidate for the position of Professional Development Officer shall have at a minimum the following qualifications:

Education:

• Bachelor’s degree in education, early grade reading, literacy and language instruction, curriculum development, or related field.

Skills and Experience:

• 5 to 6 years of progressively responsible and directly relevant experience.
• Experience as a primary school classroom teacher and experience in providing CBC-aligned language and literacy instruction and coaching.
• Experience in the design of effective, inclusive curriculum, materials, and instructional approaches in multilingual and transitional early grade literacy learning contexts.
• Demonstrated ability to collaboratively design and deliver training content related to primary grade language and literacy instruction.
• Experience in planning and implementing school-based learning remediation.
• Experience in the development and implementation of tools to support fidelity of implementation.
• Proficiency in preparing detailed progress reports and annual summaries.
• Experience in coordinating with County-level education authorities.
• Knowledge of gender-responsive teaching methodologies and inclusive education practices.
• Strong organizational and leadership skills.
• Experience using technology to support instruction and learning, and/or instructional leadership development desired.
• Capacity to work in difficult conditions and function well under pressure and hard deadlines.
• Ability to multitask.
• Experience in collaboratively designing and delivering capacity building with education sector counterparts and stakeholders.