Officer, Instructional Design and Technical Support

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IMPORTANT:
All applicants must be legally eligible to work in the country where the position is located. Room to Read is not able to provide sponsorship. Position Overview

This role entrusted with leading and contributing to the core area of the instruction design of Foundational Literacy at Room to Read. This position will be based at the Country Office in New Delhi and report directly to the Manager of Instruction Design and Technical Support (IDTS). It will require frequent travel to field offices and regular interaction with education officials, partners, school administrators, teachers, and students.

About Instruction Design and Technical Support Team (IDTS):the team enables Room to Read's state units to enhance program implementation by improving the adoption of structured pedagogy resources, teacher and team professional development, and evidence-informed assessment in instruction. The team is in charge of content creation amidst a lot of academic rigor and field experiences. This team supports other teams by providing technical inputs at various levels including internal and external stakeholders.

• Develop a thorough understanding of Room to Read's Literacy program design.

• Lead the preparation of conceptual notes, learning frameworks, operation guidance notes, and related toolkits in alignment with project requirements

• Material creation for custom projects, which are aligned with the state and the projects.

• Develop training plans, growth frameworks, training content, trainer manuals, and participant handbooks for both online and offline training programs.

• Define core areas of school support and monitoring for Library Coaches and Literacy Facilitators.

• Develop/refine the Facilitator Guides of professional development.

• Provide technical support and assistance to state Program Officers/Associates and field-level monitoring staff regarding all aspects of the Literacy program.

• Contribute to designing capacity-building plans and resources for internal staff and external stakeholders; engage in both online/offline training. Contribute to pedagogical approach, material creation or co-creation.

• Read, understand, and apply current national/international research in the field to upgrade the instruction design continuously.

• Determine topics for action research and further reflection, both at the local/field level as well as at the country level along with the RME (Research monitoring and Evaluation) team.

• Review and revise program designs, materials, and training content accordingly.

• Regularly communicate with Operations/RME (Research monitoring and Evaluation)/Administration/Finance/HR teams at the CO (Country Office) and State levels for smooth program implementation.

• Participate actively on social media in all RtR's campaigns.

• Engage in discussions with state teams regarding future opportunities and new programs/interventions by like-minded organizations.

• Coordinate with consultants to provide necessary feedback for creating quality content for children and teacher professional development.

• Visit state programs and provide necessary feedback to improve on-the-ground implementation.

• Explore and ideate the creation of new content, including edtech resources.

• Facilitate the translation of all training content, manuals, and handbooks into local languages.

• Negotiate plans for sustaining program interventions in phase-out states with the respective state governments.

• Contribute to the preparation of various reports, budget reviews, forecasts, and documentation of good practices.

• Keep track of progress toward agreed outcomes.

• Undertake any other work assigned from time to time to meet the technical needs of the organization.

• Graduate Degree in education /social sciences or equivalent.

• Master’s degree in education /social sciences or equivalent preferred.

• Minimum5years of relevant experience.

• Prior experience working inthe area of Early Grade Literacy.

• Prior experience teaching children in foundational/early years.

• Awareness of language an dreading practices and…