The Ugandan Jobline

• Liaise with Teacher Performance Adviser and TIET/MOES Team on:
• Implementation Plans
• Allocation of PTC Focal point persons
• Engagement and plan for field activities
• Review of SESIL performance
• Conduct Design Consultation Workshops regionally or in districts,
  with other lead advisers, regional and district co-ordinators to identify
  contextual issues and develop strategies to address teacher performance
  within a Whole School Approach.
• PTC Collaboration and planning for in-service support and training,
  through the CCTs and the outreach department staff.
• Pre-service interventions to be identified and implemented
• within the SESIL mandate. Developing, with the other lead advisers,
  the CCTs and PTCs to enable them to provide an effective advisory and
  support service to schools.
• Liaise with District leadership and stakeholders to ensure the
  education team at district level, have their support to ensure Teacher
  Issues at all levels are being tabled, understood and effectively
  addressed.
• Liaising and co-ordinating with the MoES and EDPs, partners and
  UNATU on all aspects of teacher improvement at primary level.
• Field Support, Capacity Building, Leadership & Management:
• Providing oversight, support and leadership to SESIL’s regional and
  district staff.
• Improving teacher performance & development by working with the
  MoES, EDPs and district education staff and stakeholders to design and
  implement a CPD training programme and a handbook for primary head
  teachers & CCTs, that they can reference in their daily practice.
• Identifying and addressing institutional barriers to teacher
  recruitment and deployment at district level and school level class &
  subject allocation and work load review.

• Monitoring programme implementation and ensuring review, production
  and submission of relevant education data and reports as agreed with
  SESIL’s senior management team.
• Strengthening teacher effectiveness, performance and management
  through school quality assurance procedures staff appraisals that link
  closely to CPDs at school level. Teacher mentoring and coaching with
  support from CCTs and strong links to inspection to maintain standards for
  Teacher effectiveness, accountability and incentives.
• Ensuring that all activities are informed by a recognition of gender
  and inclusion issues.

• The ideal candidate must hold a recognised teaching qualification
  and a higher qualification in education or a related extensive experience
  working in the education sector, more recently at a senior management
  level.
• Extensive practical experience of developing systems for teacher
  improvement, professional development programmes for teacher mentors and
  classroom teachers in lower primary government primary education system.
• Experience in developing Local Language activities in the newly
  developed orthographies.
• Extensive experience in working with MOES, PTCs, CCTS & Districts
  in developing CPDs,
• Training schedules and training of Trainers
• Experience in collaborating with other Field Implementers, partners
  & projects
• Excellent writing skills and proven experience of materials
  development for both training purposes and as reference documents.
• Excellent training skills and recent practical experience in the
  planning and delivering of training to a wide range of audiences.
• Strong knowledge and understanding of the national education policy
  arena in Uganda within an inter-ministerial context and the barriers to
  effective implementation
• Understanding Teacher Performance and Management issues within the
  context of the MOES structures, TIET, Basic Ed, EPP department, DES and
  PTC mechanisms under decentralization
• Knowledge of current international literature on teacher performance
  & management, staff development and mentoring, incentives and rewards,
  gender and inclusion.
• Strong knowledge of educational development issues in Uganda, and
  the constraints that may hamper effective and efficient action to address
  such constraints.
• Good inter-personal skills and an ability to manage change through
  other people.
• An ability to lead and motivate colleagues, to act as a leader but
  also as a member of a team.
• An ability to provide constructive guidance and feedback to other
  professionals.

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