Teacher Development Lead Adviser, Education Pathways to Peace
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For the past 50 years, we have been making Positive Impact possible. With a team of more than 2,500 employees operating in 90 plus countries and a global network of more than 35,000 technical experts, Palladium has improved - and is committed to continuing to improve - economies, societies and most importantly, people's lives.
Palladium is a child-safe organisation, and screens applicants for suitability to work with children. We also provide equal employment to all participants and employees without regard to race, color, religion, gender, age, disability, sexual orientation, veteran or marital status.
Project Overview and RoleEducation Pathways to Peace in Mindanao (Pathways) is a $90 million Government of Australia investment to improve the delivery and quality of education in conflict-affected areas of Mindanao. The nine-year program (six years with possible three-year extension) seeks to address the challenges associated with ensuring effective implementation and sustainability in a conflict-affected area.
Pathways intends to contribute to peace-building by addressing inequity and disparity in participation and performance in basic education. This will be accomplished through facilitating and strengthening effective engagement and collaboration processes and the institutional systems of key stakeholders to support the delivery of quality basic education. The Program will focus on supporting improvements in the participation and performance of learners at the early grade levels (Kindergarten to Grade 3), in teacher education and development, and in the development of context-appropriate curriculum.
ResponsibilitiesPurpose of the Position: The Teacher Development Adviser will work with the Teaching Performance Technical Working Group (TWG) and relevant units in DepEd ARMM and other key stakeholders to improve the quality of teaching through three key strategies - improving the quality and relevance of teacher pre-service for ARMM, strengthening the capacity of DepEd and other agencies to assess teachers' performance and provide relevant in-service education for them, and strengthening institutional capacity to effectively manage the teacher workforce. This work will build on and extend the work undertaken by BEAM ARMM.
Duties: Under direction of the Deputy Team Leader, the Teacher Development Adviser will -
1. Develop purposeful stakeholder mapping and prepare a Stakeholder Engagement Strategy to guide assessing current status, achievements, barriers and stated priorities in each sub-component and working with the TWG and other teacher education institutions to prepare the outline for a draft annual work plan,
- identifying specific issues and the modality for research and studies that may be needed,
- consulting with the Technical Manager, Team Leader and Consortium partners on the development of detailed activities for the Annual Work Plan including the scope, phasing and duration of technical inputs taking into account needs identified locally, and support the Work Plan;
3. Annually, contribute to the Annual Work Plan by -
- proposing quantitative and qualitative indicators and appropriate measures and data collection for inclusion in the M&E and Learning Plan including indicators for sustainability;
- forecasting the broad scope of activities that should follow in the next six months following the annual work plan to ensure alignment with the DepEd annual planning and budgeting cycle;
- reviewing progress and identifying what works well and may be scaled up or where adjustments are needed in response to local conditions,
- engaging with and learning from key stakeholders through education forums;
- monitoring cross cutting issues including GESI and peace-building contributions;
- supporting the Strategic Monitoring Team as needed;
6. In collaboration with the Institutional Strengthening Adviser, provide guidance, mentoring and support to DepEd ARMM personnel, including School Divisional staff, and the nominated teacher education institutions to support the initiatives for improving the quality of teaching;
7. Guide and support the technical inputs from Consortium partners and local short term advisors consistent with the approved Annual Work Plan and the commitment to institutional strengthening and sustainability;
8. Identify and support capacity development opportunities at all levels for a broad range of stakeholders, consistent with the long-term goal of Pathways, leveraging the contributions of other DFAT programs such as the Awards program (including scholarships, study visits, short-course training), BEST, Economic Growth, Governance and niche programs supported by DFAT in areas such as women's empowerment and peace-building;
9. Ensure that all teacher development and management activities are embedded within a holistic Pathways approach for improving the quality through an overall learning approach in which evidence is constantly being gathered and analysed and fed back into program improvement; use this information to work with Consortium partners and DepEd to prepare knowledge products and learning events for a range of stakeholders; and
10. Other duties as reasonably required by the Deputy Team Leader.
RequirementsThe Teacher Development Adviser will have the following qualifications and experience:
I. Advanced degree in education or relevant discipline;
II. Minimum of 7 years' experience working in the areas of teacher development and teacher management, including development programs which use research to support improved teaching practice;
III. Deep understanding of elementary education and the challenges and conditions for improving and sustaining quality teaching in the Philippines or a similar development context;
IV. Deep understanding of pedagogical approaches that can address the education delivery challenges in ARMM, including Mother-Tongue based multi-lingual education, multi-grade teaching, Islamic education, working in isolated areas, the context of poverty and civil unrest;
V. Practical understanding of capacity development for personnel at all points of the supply chain for quality teaching - teacher education institutions, DepEd, School Divisions, Supervisors, School Heads, government offices, professional networks;
VI. Extensive knowledge of relevant international practices in teacher education, teacher professional development and teacher management;
VII. Ability to work collaboratively with multiple counterparts to achieve outstanding results;
VIII. Excellent written and verbal communication, liaison and interpersonal skills; and
IX. Fluent in English (written and oral).