MidFull TimeEN
The Literacy Facilitator (LF) will be responsible for supporting and coaching teachers, librarians, and principals in the literacy program schools to help them adopt to new ways of working with children that increase the children’s literacy skills and habit of reading. They will report to the Literacy Program Officer/Associate and will not have any direct reports. This position is based at project location (District/Block/Mandal/ Cluster).
Develop a thorough understanding of Room to Read’s Literacy program design.
Support literacy program intervention across assigned project schools and ensure adherence to the program design.
Provide reflective feedback on program design and implementation (especially with respect to progress towards outcomes) and demonstrate a solution-oriented approach.
Serve as a technical resource to the schools in the area of language development, literacy skills and reading.
Undertake school visits with government resource person at cluster levels every day, except for days when on official travel and leave.
Regularly observe, demonstrate and coach Grade 1 and 2 teachers in delivering the instructional component of the Literacy Program.
Conduct informal assessment of at least 5 children during every school visit and discuss with teachers and share report to supervisors.
Regularly observe, demonstrate and coach teachers and librarians in the implementation of the model library period, reading activities and library management practices.
Support teachers in conducting ongoing student tracking assessments and plan corrective action.
Regularly collect data related to program quality.
Supports school librarian in the initial set up of the library, including book delivery, leveling and classification system, check-out system, setting up furniture, and creating a library period time-table.
Regularly provide the principals/ Headmasters an update on progress and coach them on ways to support teachers and ensure longer term sustainability of literacy outcomes within the school.
Participate in school level teacher meeting, literacy events, parent meeting and other community activities.
Conduct daily visits in the community (close to the school) to engage with parents. Discuss the activities outlined in the Parent Activity Calendar, emphasizing its uses and benefits in fostering children’s development.
Plan and organize structured visits for community members to the school, offering them exposure to the library’s resources and instructional classes to strengthen their connection with the learning environment.
Actively involve the community in literacy programs, both at the school and community levels, while collaboratively developing strategies to ensure the long-term sustainability of the library.
Monitor student attendance to identify irregular patterns. Visit the homes of these students and work closely with their parents and the school management to encourage consistent attendance and address any challenges
Participate and facilitate in regular teacher and librarian trainings (both center based and school based) related to the Literacy program (Instruction, library activities and management).
Participate in development of materials, training modules and other technical resources as required.
Attend professional development training and workshops at block/district/state/national level, as required.
Attend review meetings at block/district/state within RtR and with government stakeholder, as required, and complete all programmatic reports on a timely manner.
Participate in monthly review meetings with CRCs at school level.
Tracks and reports library monitoring data to ensure timely and accurate reporting to stakeholders.
Conducts ongoing planning, documentation, and reporting.
Write monthly reports to supervisor including progress data of CICO and status of student reading skill, in a template provided by RtR.
Documents best practices and lessons learned and shares with the Literacy program team.
Collaborates with Principal, and community to develop sustainability plan for managing literacy program components and acquiring resources (instruction materials, stationery and new books) after Room to Read’s support ends.
Reports to the Literacy Program Officer/Associate.
Supports in donor visits, and in any other activities which may be required to be undertaken to fulfill the objectives of the organization.
Compile and analyze ongoing reading skill assessments data conducted by school and plan school wise corrective action in discussion with supervisors.
Bachelor Degree in education / social sciences or equivalent.
Minimum 2- 3 years of relevant experience in development projects, preferably in education.
Teaching experience at primary level preferred.
Strong knowledge about education in general and language and reading practices and approaches in particular.
Strong written and oral communication skills.
Good interpersonal skills and a team player.
Critical thinking and analytical skills.
Room to Read offers a competitive salary with excellent benefits. Benefits include thirteenth month bonus, health insurance and a retirement plan. The non-monetary compensation includes a unique opportunity to be part of an innovative, meaningful, and rapidly growing organization that is changing transforming the lives of millions of children in developing countries on literacy and gender equality in education.
Child Protection Principles
Room to Read is committed to the education and welfare of children and protecting them from abuse and exploitation
Room to Read has zero tolerance for child abuse and exploitation.
All children have the right to be free from abuse and exploitation, including neglect, maltreatment, and physical, mental or sexual violence, injury or abuse.
All children should be treated with respect and dignity.
The well-being of the child is Room to Read’s first priority when dealing with all identified or suspected cases of child abuse.
Room to Read shall integrate child protection into all its organizational strategies, structures and work practices.
Protection from Sexual Exploitation and Abuse (PSEA) Principles
Room to Read Representatives must create and maintain an environment that prevents sexual exploitation and sexual abuse.
Room to Read has zero tolerance for adult sexual exploitation and abuse.
Sexual exploitation and abuse are serious violations of fundamental human rights and will not be accepted or tolerated.
All adults should be treated with respect and dignity.
Room to Read implements a survivor-centered approach, putting the survivor’s rights and dignity at the forefront.
Survivors referred to available professional assistance (e.g. mental health counselling), upon consent.
About Room to Read:
Founded in 2000 on the belief that World Change Starts with Educated Children®, Room to Read envisions a world free from illiteracy and gender inequality, where all children have room to read, learn and grow – creating lasting change. Through our Literacy Portfolio, we train and coach teachers of the early grades in literacy instruction; create and publish quality books and curricular materials in local languages; and establish children’s libraries filled with diverse children’s books that can be enjoyed at school and home. Our Gender Equality Portfolio supports adolescents, particularly girls, in developing life skills that promote gender equality, helping them to pursue lifelong learning and make informed decisions.
We support young people of all genders to overcome gender biases and build the knowledge and skills to create a gender-equal world. Room to Read collaborates with local communities, partner organizations, publishers, and governments to test and implement innovative models that can be integrated into the education system to deliver positive outcomes for children at scale. To date, Room to Read has benefited more than 50 million children in 28 countries.
Learn more at www.roomtoread.org.
