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Project Overview and RoleAbout the Education Pathways to Peace in Mindanao (Pathways) Program
The Pathways program is a six-year education program supported by the Australian Government in partnership with the Government of the Philippines and implemented through the Ministry of Basic, Higher and Technical Education (MBHTE) of the newly installed Bangsamoro Autonomous Region in Muslim Mindanao (BARMM). The program's key outcomes are to: reduce disparity and improve participation and education performance of boys and girls, particularly those experiencing disadvantage within the BARMM; and, support sustainable positive engagement and collaboration of key actors and stakeholders in providing and supporting conflict sensitive quality basic education services.
Pathways' core program is focused on strengthening K to 3 education and addressing the key challenges associated with its delivery.
The program directly supports initiatives of the MBTHE to improve K-3 education across the BARMM.About the position
The Teacher Development Lead Adviser will work with relevant Technical Working Groups (TWGs) of the MBTHE, which include, at the present time, TWGs on Quality and Human Resources as well as relevant units of the MBTHE and other key stakeholders to improve the quality of teaching at the K-3 levels through four primary objectives. These objectives are:
1. Improved quality and relevance of pre-service teacher preparation programs within the BARMM;
2. Strengthened capacity of the MBTHE to assess pre-service teacher preparation programs and teaching quality and teacher performance in the BARMM;
3. Improved capacity to obtain and utilize evidence to develop and implement system, policy and operational recommendations to improve pre-service teacher preparation programs and in-service teacher development programs; and,
4. Strengthened institutional capacity of MBTHE to effectively guide and manage teacher preparation, selection, placement, supervision, development and promotion.
: Level 2
The responsibilities of the adviser may involve contact and working with children or young people.
The key responsibilities
of the position include, but are not limited to:
1. Support the MBHTE to establish, strengthen and manage relevant relationships and partnerships, including institutional relationships with national and local teaching education institutions (TEIs), pre-service education and in-service teacher development program experts, the Research Centre for Teacher Quality (RCTQ) at the Philippine Normal University (PNU) and the Australian Centre for Education Research (ACER). These relationships and partnerships are intended to strengthen the teacher development approaches of the MBHTE through the provision of technical advice and targeted initiatives supported through the Pathways program.
2. Collaborate with the MBHTE in the conduct of purposeful stakeholder mapping relative to k-3 teacher preparation and development. This collaboration will inform and be informed by a Stakeholder Engagement Strategy. The strategy will provide a guide in assessing the current status, stated priorities, achievements and challenges to teacher preparation and professional development.
3. Support the MBHTE, through relevant TWGs and Ministry units to prepare annual work plans, that:
i. engage teacher education institutions and relevant stakeholders in K-3 teacher preparation and development;
ii. identify specific issues that need to be resolved as well as proposed strategies and courses of action, including proposing requirements for further investigation and research, including the modality for any research and studies that may be needed; and,
iii. engage relevant program technical team members, local and national experts and partners on the identification and endorsement of detailed activities for annual work plans, including the scope, phasing and duration of technical inputs.
4. Support the MBHTE to monitor and evaluate the performance of teacher preparation and development activities and to utilize the monitoring and evaluation evidence to inform initiatives that will improve the quality of teacher preparation and teacher professional development initiatives;
5. Provide leadership in the over-all management, coordination, periodic reporting, and communication of Pathways program support to the MBHTE and relevant stakeholders and partners;
6. In consultation with the MBHTE and relevant stakeholders, contribute to the preparation of work plans, including:
i. assessing whether the strategies and approaches of previous work plans were effective and/or need to be adjusted to new and/or emerging circumstances and stakeholders;
ii. forecasting the broad scope of activities on a six-monthly basis ensuring alignment with the MBTHE annual planning and budgeting cycle; and
iii. proposing indicators and appropriate measures and data collection for work plan activities for inclusion in the M&E and Learning Plan, including indicators for sustainability.
7. In consultation with the MBHTE and relevant stakeholders, contribute to progress reporting, including:-
i. reviewing progress and identifying what works well and may be scaled up or where adjustments are needed in response to local conditions;
ii. engaging with and learning from key stakeholders through education forums; and,
monitoring cross cutting issues including GEDSI and peace-building contributions.
8. Other duties as reasonably requested by the Team Leader.
RequirementsQualifications and Experience:
The Teacher Development Lead Adviser should possess the following qualifications and experience:
1. Experience working in the areas of teacher preparation, development and teacher management, including experience which uses research to support improved teaching practice;
2. Understanding of early grades (K-3) education and the challenges and conditions for improving and sustaining quality teaching in the Philippines or a similar development context;
3. Understanding of a range of different pedagogical approaches that could address the education delivery challenges in BARMM. These approaches could include Mother-Tongue-Based Multi-Lingual Education, multi-grade teaching, Islamic education, peace education, teaching in isolated and areas, the effect of poverty and civil unrest on the education of young children;
4. Understanding and experience in capacity development of personnel responsible for supporting, providing or improving the quality of teaching, including: teacher education institutions, education supervisors and School Heads;
5. Knowledge of relevant international practices in teacher education, teacher professional development and teacher management;
6. Ability to work collaboratively with multiple counterparts to achieve outstanding results;
7. Strong team-building and cooperation skills;
8. Proven ability to work in a fluid working environment;
9. Willingness to travel extensively;
10. Experienced with reporting in a development context;
11. Excellent written and verbal communication, liaison and interpersonal skills;
12. Fluent in English (written and oral);
13. Fluency in other languages in use in the BARMM is desirable;
14. Graduate degree in education or relevant discipline is desirable
Along with their CV (maximum 4 pages), interested applicants must submit a written response (maximum 2 pages) addressing their suitability for the role, with particular reference to how they meet the selection criteria in the Terms of Reference (please click here