RTI’s
International Education Division is supporting education development around the
world by strengthening education policy, management and practice in order to
achieve measurable improvement in teaching and learning. From our
well-established reputation in ed
International Education Division is supporting education development around the
world by strengthening education policy, management and practice in order to
achieve measurable improvement in teaching and learning. From our
well-established reputation in ed
ucation system strengthening, to innovative
work in early grade assessment and learning, RTI is improving education
quality, relevance and efficiency through implementation of projects funded by
USAID, DFID, DFAT and other donors and clients.
The
International Education Division is currently accepting applications for an
Early-Grade Reading Technical Director for an anticipated USAID-funded
five-year, $75 million project to
assist the Ministry of Education (MINEDUC) to improve reading outcomes
in Kinyarwanda for at least 1 million children in public government-aided
schools by end of grade 3 and to increase the proportion of students in Grades
1-3 who are able to read grade-level text with fluency and comprehension. This is a full-time position with residency
in Rwanda.
International Education Division is currently accepting applications for an
Early-Grade Reading Technical Director for an anticipated USAID-funded
five-year, $75 million project to
assist the Ministry of Education (MINEDUC) to improve reading outcomes
in Kinyarwanda for at least 1 million children in public government-aided
schools by end of grade 3 and to increase the proportion of students in Grades
1-3 who are able to read grade-level text with fluency and comprehension. This is a full-time position with residency
in Rwanda.
The
Early-Grade Reading Technical Director will provide overall technical oversight
and guidance for the project’s support to improved reading instruction—
including curriculum design, instructional approach, materials development,
teacher and classroom supervision and monitoring, and all student testing
efforts. He/she ensures complementarity of activity approaches in reading
across project regions, liaises with government representatives and technicians
on technical matters, and bears ultimate responsibility for ensuring that
children in project supported schools achieve improved outcomes in reading.
Early-Grade Reading Technical Director will provide overall technical oversight
and guidance for the project’s support to improved reading instruction—
including curriculum design, instructional approach, materials development,
teacher and classroom supervision and monitoring, and all student testing
efforts. He/she ensures complementarity of activity approaches in reading
across project regions, liaises with government representatives and technicians
on technical matters, and bears ultimate responsibility for ensuring that
children in project supported schools achieve improved outcomes in reading.
Primary Responsibilities:
·
Provide
technical guidance to MINEDUC counterparts and program staff on essential
components of the reading program including curriculum design, lesson planning,
instructional approach, teacher professional development, materials development
and distribution, classroom level assessment and large scale assessment.
Provide
technical guidance to MINEDUC counterparts and program staff on essential
components of the reading program including curriculum design, lesson planning,
instructional approach, teacher professional development, materials development
and distribution, classroom level assessment and large scale assessment.
·
Contribute
to the design and implementation of effective teacher professional development
programs including teacher preparation, induction and in-service programs, and
supportive supervision focused on primary grade reading, curriculum design and
materials development for early grade reading.
Contribute
to the design and implementation of effective teacher professional development
programs including teacher preparation, induction and in-service programs, and
supportive supervision focused on primary grade reading, curriculum design and
materials development for early grade reading.
·
Engage
with education systems to ensure optimal use of available resources with
specific attention to school and classroom management practices including
quality assurance, supportive supervision, and coaching.
Engage
with education systems to ensure optimal use of available resources with
specific attention to school and classroom management practices including
quality assurance, supportive supervision, and coaching.
·
Assist
MINEDUC personnel in the analysis and appraisal of curriculum reform efforts
and materials development and production.
Assist
MINEDUC personnel in the analysis and appraisal of curriculum reform efforts
and materials development and production.
·
Support
other specialists on the team to ensure coherent program design.
Support
other specialists on the team to ensure coherent program design.
·
Contribute
knowledge of effective school research findings and practices that are
applicable to developing country contexts.
Contribute
knowledge of effective school research findings and practices that are
applicable to developing country contexts.
· Work directly with
language experts as appropriate to implement this program.
language experts as appropriate to implement this program.
Required Skills
and Qualifications:
and Qualifications:
·
Master’s degree in education (Ph.D. preferred) and 12
years of experience working in primary education with a focus on early grade
reading in sub-Saharan Africa.
Master’s degree in education (Ph.D. preferred) and 12
years of experience working in primary education with a focus on early grade
reading in sub-Saharan Africa.
·
Recognized expertise in early-grade reading and early
grade reading policy reform.
Recognized expertise in early-grade reading and early
grade reading policy reform.
·
Prior experience with the development of early grade
reading materials, designing teacher training programs for pre-service and in
service; classroom monitoring protocols, and tests and assessments, including
EGRA.
Prior experience with the development of early grade
reading materials, designing teacher training programs for pre-service and in
service; classroom monitoring protocols, and tests and assessments, including
EGRA.
·
Knowledge of a balanced literacy framework, early
literacy competencies, and reading diagnostic measures.
Knowledge of a balanced literacy framework, early
literacy competencies, and reading diagnostic measures.
·
Ability to measure basic foundation skills for
literacy in the early grades.
Ability to measure basic foundation skills for
literacy in the early grades.
·
Knowledge of mother tongue and English transition
instruction strategies.
Knowledge of mother tongue and English transition
instruction strategies.
·
Prior experience working in the education sector in
Rwanda or similar East African countries is preferred.
Prior experience working in the education sector in
Rwanda or similar East African countries is preferred.
·
English language fluency required.
English language fluency required.
·
Kinyarwanda language proficiency. .
Kinyarwanda language proficiency. .
To Apply:Qualified candidates
are invited to apply by sending a CV to www.rti.org/job16769
. Candidates are encouraged to apply as
soon as possible. Only
short listed applicants will be contacted. RTI is proud to be an EEO/AA
employer M/F/D/V.
are invited to apply by sending a CV to www.rti.org/job16769
. Candidates are encouraged to apply as
soon as possible. Only
short listed applicants will be contacted. RTI is proud to be an EEO/AA
employer M/F/D/V.