JOB DETAILS:
Description
World Education, a division of JSI Research & Training Institute, Inc. (JSI/WE) is dedicated to improving people’s lives around the world through greater health, education and socioeconomic equity for individuals and communities, and to providing an environment where people of passion can pursue this cause.

JSI/WE is seeking a NUMERACY SPECIALIST for a five-year USAID funded Targeting the Learning Crisis Activity in Uganda, which aims to create sustained, measurable improvements in development outcomes in Basic Education through Targeted Instruction for foundational skills, a learner-centric pedagogy that reorganizes math and literacy instruction based on children’s actual learning levels, rather than on the prescribed grade-level syllabus. The Activity seeks to implement cost-effective, sustainable, and impactful programming, centered around Targeted Instruction pedagogy for P3-P5, Targeted Instruction and other evidence-based approaches for P1-P2, and evidence-based early childhood education for pre-primary years, in order to significantly improve math and reading learning outcomes for Ugandan primary students.

The NUMERACY SPECIALIST is a full-time position and will be based in Kampala and will report to the Basic Education Technical Lead. She/He will play a key role in strengthening numeracy instruction and learning in Primary grades 1 to 5. This position will focus on enhancing numeracy outcomes through evidence-based methodologies and integration of continuous assessment and remedial pedagogy. Particular attention will be given to integration of play-based learning approaches in P1-2 and inclusion of targeted instruction and participatory learning based on Teaching at the Right Level interventions already taking place in Uganda. The Numeracy Specialist will work closely with the Basic Education Technical Lead, other partners in the consortium and Ministry counterparts.

Responsibilities
• Collaborate with consortium partners and stakeholders such as the National Curriculum Development Center and Uganda National Examinations Board to design or refine numeracy instructional and learning materials based on Structured Pedagogy, Learning through Play and Universal Design for Learning principles.
• Lead the implementation of the numeracy CPD model for teachers, providing foundational training to Master Trainers of PTC centers and other specialists.

• Co-develop a cascade training model with monitoring and supervision approaches to support step-down training on regional district and sub-county level to government stakeholders and, ultimately, to teachers in P1-2 and P3-5.

• Train teachers to develop and use low-cost manipulatives to visualize numeracy concepts, promoting hands-on and participatory learning experiences.
• Develop practical coaching and supervision tools for Deputy Head Teachers and Expert Teachers to support numeracy instruction and student learning in schools.

• Develop and implement monthly and termly formative assessments in collaboration with MoES and TLC partners to identify struggling learners.
• Train teachers and mentors to use assessment results to plan and implement targeted numeracy remediation activities, incorporating Teaching at the Right Level (TaRL) methodologies.
• Conduct quarterly monitoring visits with MoES and district education officials to assess program progress, document lessons learned, and make programmatic adaptations.

• Coordinate CPD, coaching and pedagogical strategies with others in the TLC team, such as the literacy and inclusion specialists, to seek alignment and create uniform approaches where possible.
• Collaborate with the Monitoring, Evaluation, and Learning (MEL) team to track learning gains and program outcomes.

• Collaborate with Ugandan universities and research institutions, and consortium partners to conduct action research on effective teaching and learning strategies and CPD that incorporate play-based learning and targeted instruction.
• Coordinate with key stakeholders, including MoES, LEGO Foundation, and other implementing partners, to align program activities with national priorities.

• Facilitate community engagement by involving SMC/PTAs and parents in supporting children’s numeracy development through community learning camps and other community and home-based activities.
• Ensure that in of line of duty, S/He is aware of child safeguarding principles and guidelines and apply it in your day-to-day roles as you interact with communities and children.
• Ensure promotion of safe child practices and mitigation, prevention and reporting of violations of children to ensure compliance; and
• Perform any other tasks required for the needs of the project as assigned by the supervisor or designee.

Qualifications
• Master’s degree in Mathematics Education, Curriculum Development, or a related field.
• At least 5 years of experience in designing and implementing numeracy interventions for primary education, preferably in low-resource settings.
• Strong knowledge of Teaching at the Right Level, play-based learning, participatory teaching strategies, and formative assessment and remediation methodologies.
• Proven experience in teacher training and coaching, with a focus on continuous professional development at scale.
• Familiarity with Universal Design for Learning (UDL) and inclusive education practices.
• Excellent facilitation and stakeholder coordination skills, including experience working with government entities and education stakeholders.
• Experience developing bilingual educational materials.
• Experience conducting research on teaching and learning strategies and CPD strongly desired.
• Good interpersonal skills at work, good ability to integrate into a multidisciplinary team and having a strong sense of team spirit and work;
• Relevant experience with USAID-funded programs and knowledge of USAID rules, and regulations strongly desired;
• Excellent verbal and written English
• Proficiency in one or more Ugandan local languages