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RTI International is requesting applications for technical and operational roles on USAID-funded West Bank Early Grade Reading Activity. This activity will work closely with and support the Palestinian Ministry of Education and Higher Education (MOEHE) to enhance learning outcomes for Palestinian children at the primary level by improving Arabic reading instruction, and policies and practices at the government, community and school levels. Positions are based in Ramallah. Successful candidates must possess excellent oral and written communication skills including fluency in English and Arabic.
Senior Early Grade Reading Policy Replication, and Scale-up Advisor
The Senior Policy Advisor will provide support and advice to the MOEHE for the anticipated lifetime of the project, expected to be 5 years, until August 2022. The advisor will initiate policy dialogue on instructional strategies with relevant MOEHE committees to develop action plans a research plan, and capacity building plans. The Senior Policy Advisor will work closely with EGR’s Senior Early Grade Reading Specialist as well as project technical staff and STTA.
- Support efforts to initiate policy dialogue on instructional strategies with relevant MOEHE committees
- With the EGR technical team, support efforts to share findings and recommendations on the Time on Task study assessment with the MOEHE and USAID
- Provide leadership on reviewing the MOEHE’s National Standards for Early Reading and Writing
- Initiate policy dialogue with MOEHE on updating of standards and benchmarks with EGR TWG.
- Work with EGR Specialist and RTI technical support, including international STTA to convene workshops to update student performance standards and benchmarks.
- Work with International STTA Assessment Advisor and project technical staff to convene workshop to develop a competency-based standards framework for EGR instructional practice drawing on time-on-task classroom observation study protocols.
- Oversee the pilot in a few schools of the student and teacher standards and validate them in a small sample of schools
- Convene the relevant MOEHE committee to review and finalize student and teacher standards
- Work with RTI home office, STTA and local staff to develop an action plan for materials review and development and obtain concurrence with MOEHE. This will include working with the Curriculum Center and Curriculum Committee to develop an action plan for materials review and development, including a capacity building and professional development plans for school supervisors/coaches
- Work with EGR Specialist and Teacher Learning Materials Coordinator to convene and facilitate consensus building workshop to share, discuss and debate recommendations related to instructional materials, instructional strategies and assessment protocols
- Work with the project’s M&E Specialist and International Standards and Assessment Advisors, and technical staff to support the MOEHE to develop an action plan for the implementation of the EGR baseline survey. This plan will include a capacity building plan to provide hands-on training and support for individual officers, and must be adopted by the MOEHE.
- Develop an action plan for routine monitoring and coaching support. Support the MOEHE DG of Supervision and Districts, and NIET to develop an action plan, capacity building and change management plan for strengthening routine monitoring, coaching, and feedback functions at decentralized (districts and schools) levels.
- With the project technical team and the STTA ICT Advisor, support efforts to develop action plan for ICT utilization for monitoring and coaching.
- Work with the TT specialist and EGR specialist to develop a training plan for supporting EGR in-service teacher training (INSET) (concurrent and just following initial policy dialogue engagement.
- Support efforts to initiate dialogue with MOEHE on reading remediation program in schools as an after- school program and as part of a summer enrichment activity as part of existing summer camp activities led by the MOEHE.
- Develop action plan and capacity building plan to train teachers in remediation diagnostic tool and identify a school-appointed School Remediation Coordinator (SRC) to oversee after school remediation program.
- In coordination with the MOEHE, develop a plan to replicate EGR activities in all early grade West Bank classrooms
Minimum Required Education & Experience
- Doctorate degree in Early Grade Reading or equivalent, with a minimum of ten years of demonstrated relevant experience; OR at a minimum a Master’s Degree with at least six years demonstrated relevant experience
- In depth knowledge in the teaching of reading and writing in Modern Standard Arabic (MSA)
- Experience with early grade reading initiatives
- Experience with policy activities at the ministerial level, preferably the MOEHE
- Familiarity with common education tools, such as USAID tools, or other international organizations• methodologies to improve education outcomes
- Understanding of the development and education issues in the Palestinian territories and/ or the region
- Must be able to use the language fluently and accurately and be able to read all styles and forms on all levels pertinent to professional needs
- Modern Standard Arabic ability is desirable but not required
- Fluency in English desirable but not required
Individuals are invited to submit a curriculum vitae (CV) with current contact information and details of relevant experience to
indicating the position title applying for in the Subject line. Deadline is November 22, 2017. Only short-listed candidates will be contacted.
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