National Teacher Performance Lead Job Placement – Mott MacDonald

Organisation: Mott
MacDonald
Duty Station:
Kampala, Uganda
About Mott MacDonald:
 Mott MacDonald
is a leading, employee-owned global management, engineering and development
consultancy with £1 billion revenue and more than 14,000 staff working in 140
countries for both the public and private sectors. Our International
Development Services Unit, IDS, operates portfolios within the international development
sectors of Environment, Climate, Water, Roads, Rural & Urban Development,
Education, Health, Social and Economic Development in over 40 countries.
Together we implement and manage projects in developing countries and emerging
economies around the world, supporting national governments and municipalities
in policy, planning, project design and delivery. We are committed to support
the United Nations Sustainable Development Goals and to provide our expertise
to improve the lives of people in need.
About SESIL Programme:
SESIL (Strengthening
Education Systems for Improved Learning), is a four-year education programme
designed to improve the quality and equity of measurable learning outcomes at
lower primary level in Uganda.  SESIL will do this by strengthening
the systems needed to manage and raise the performance of four key drivers of
learning outcomes: teachers, schools, districts, and assessment and
examinations.
Job Summary:   The National Teacher Performance Lead will be
working in collaboration with other SESIL Performance Leads, the National
Teacher Performance Lead will work with the MoES and Education Development
Partners (EDPs) to stimulate change in Teacher Performance and Management at
school and district levels. This will be implemented in selected SESIL
districts through data-informed initiatives which will lead to improved Teacher
Performance.
Key Duties and Responsibilities: 
  • 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.
Quality Assurance:
  • 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.

Qualifications, Skills and Experience: 
  • 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.
How to Apply:
All suitably
qualified and interested candidates are invited to apply direct via the careers
website of Mott MacDonald at the web lick below. Please create an account and
submit a curriculum vitae and application letter.
           
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