We are currently seeking qualified candidates for the position of Senior Reading Advisor for an upcoming USAID-funded opportunity in Rwanda entitled the Schools and Systems Activity: LEARN. This position will be based in Rwanda – in Kigali or field offices in the project’s target states – and is contingent upon award.
The anticipated Rwanda Schools and Systems Activity will strengthen the education system to enable all pre-primary and lower primary school and classroom environments to be of high quality, inclusive, and focused on learning of foundational reading skills. Specifically, the anticipated five-year activity will improve learning outcomes by focusing on increasing Kinyarwanda literacy skills of boys and girls through primary 3 (P3) through four intermediate results: (1) Pre-primary education system enhanced to develop, promote and improve emergent literacy, (2) Lower primary reading classroom instruction improved, (3) School environments improved for increased lower primary reading outcomes, and (4) Education systems management strengthened for improved literacy outcomes. The Schools and Systems Activity will include a focus on learning for children with disabilities to ensure project approaches reach all children.
The Senior Reading Advisor will work closely with the Deputy Chief of Party Technical Lead to provide technical leadership and oversight assuring high-quality reading and writing programming and related teacher professional development in Rwanda. S/he will work in collaboration with the Government of Rwanda, USAID, other implementing partners, and key stakeholders to: provide technical oversight on education systems and policies to support high-quality decentralized reading programming across target states; provide technical leadership in collaborating with stakeholders to bring about improvement in pre-service and in-service professional development systems for teachers, coaches, and mentors; review and revise existing early grade reading materials; design context-appropriate, classroom-based reading assessments and related instructional materials; advise on improving reading assessment systems and data-informed decision-making at central and decentralized levels; support community reading campaigns and other outreach that strengthens the ecosystem of literacy support and initiatives.
- Working with the Chief of Party and other team members as needed, participate in discussions with government stakeholders on policy and sustainable systems to improve student literacy outcomes;
- Build strong collaborative relationships with governmental agencies, including national, provincial and municipal governments, donor and partner organizations and other NGOs to establish collaborative working processes, enhance quality and effectiveness of programming, and serve as a knowledgeable resource in the area of literacy programming;
- Lead the team of technical staff and partners working on assuring responsiveness of reading education program to current needs including resilience, socio-emotional skills & inclusion;
- Provide technical leadership to design and revise professional development in reading for teachers and government stakeholders, assuring adherence to research and best practices;
- Provide capacity building in the teaching of reading as needed for staff and partners;
- Collaborate with government agencies to improve national reading assessment systems and data use, as well as context-appropriate, classroom-based reading assessments;
- Collaborate with complementary programs aimed at building community and parent engagement for reading;
- Evaluate, through data and site visits, the effectiveness of literacy related activities and make recommendations for improvement to meet project goals, especially student learning outcomes;
- Represent the organization on this component externally at professional meetings and conferences.
The above statements are intended to describe the general nature and level of work and are subject to modification. They are not intended to be an exhaustive list of all responsibilities, skills, efforts, or working conditions associated with the job.
- A minimum of a master’s degree is required in one of the following fields: reading education, curriculum and instruction, elementary teacher education, or education with a reading focus;
- Knowledge of research-based practices in reading and writing instruction required;
- Working knowledge of linguistics, instructional design, bilingual education and/or language transition;
- At least eight years of demonstrated technical expertise, preferably in Rwanda or a similar context;
- At least five years of demonstrated excellence in a management position, preferably including direct supervision of professional and support staff, and quality evaluation of staff performance and deliverables is required;
- Demonstrated technical expertise with literacy assessment, teaching and learning materials, and scripted lessons required;
- Experience and expertise in overseeing the design of teacher professional development for large-scale education programs required;
- Ability to organize and conduct trainings and technical workshops related to literacy;
- Experience and skills related to policymaking and/or parent and community engagement;
- Experience teaching in primary schools strongly preferred;
- Sensitivity to and understanding of cultural and political challenges of implementing projects in developing countries required;
- Excellent oral and written communication skills in English and required; fluency in French and Kinyarwanda preferred.
This job posting summarizes the main duties of the job. It neither prescribes nor restricts the exact tasks that may be assigned to carry out these duties. This document should not be construed in any way to represent a contract of employment. Management reserves the right to review and revise this document at any time.
FHI 360 is an equal opportunity and affirmative action employer whereby we do not engage in practices that discriminate against any person employed or seeking employment based on race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, marital status, physical or mental disability, protected Veteran status, or any other characteristic protected under applicable law.
FHI 360 fosters the strength and health of its workforce through a competitive benefits package, professional development and policies and programs that support a healthy work/life balance. Join our global workforce to make a positive difference for others — and yourself.