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IMPORTANT: All applicants must be legally eligible to work in the country where the position is located. Room to Read is not able to provide sponsorship.

Position Overview:

The Associate Training will report to the Program Officer (Literacy) and play a critical role in strengthening teacher capacity-building and implementing the State’s Foundational Literacy and Numeracy (FLN) and Quality Education initiatives across the Jharkhand State. The role will focus on designing and contextualizing training modules for teachers, monitoring cadres, and other key functionaries, while also facilitating training sessions to enhance classroom practices in foundational literacy. In addition, the Associate will support the development of Continued Professional Development (CPD) mechanisms for teachers, ensure effective cascading of teacher training, and contribute technical inputs for planning and program delivery. The position will require close coordination with training experts, government stakeholders, and technical partners to ensure robust planning, monitoring, and system strengthening. This role demands a balanced mix of academic expertise in FLN and primary education, strong stakeholder engagement, and project monitoring skills, with the goal of supporting state priorities on FLN and quality education while fostering collaboration at every level of the education system.

About the Project:

Room to Read, in partnership with the Jharkhand Education Project Council (JEPC), is setting up a State Project Management Unit (SPMU) to strengthen the Quality Education ecosystem in the state over a five-year period (2025–2030). The SPMU will design and implement initiatives aligned with the state’s FLN (Foundational Literacy and Numeracy) Mission and other quality education interventions at scale across Jharkhand. This includes driving academic excellence, system strengthening, teacher development, data-based decision making, and community engagement across all districts.

Responsibilities:

Development of Training Module:

• Contribute to the design, adaptation, and contextualization of training modules for teachers, monitoring cadres, and key education functionaries, ensuring alignment with the State FLN (Foundational Literacy and Numeracy) and Quality Education roadmap.

• Integrate evidence-based practices, innovative pedagogy, and local context into training materials to enhance teacher effectiveness in foundational literacy and numeracy.

• Support in the development of session plans, training modules, facilitation guides, and digital/print resources to strengthen classroom practices.

• Collaborate with subject experts, training partners, and government counterparts to ensure quality, relevance, and standardization of training content across districts and blocks.

• Continuously review, update, and refine training modules based on feedback from field implementation, monitoring data, and evolving state priorities on FLN and quality education.

• Ensure training content incorporates capacity-building components for continuous professional development (CPD) of teachers and field cadres.

Technical (Academic) Support:

• Support teams in strengthening partnerships with district and state-level education functionaries, fostering collaboration and building consensus around a shared vision for FLN success.

• Collaborate with government officials and technical partners to ensure the effective utilization of existing and newly developed Teaching and Learning Materials (TLMs) by teachers, students, and Cluster Resource Persons (CRPs).

• Provide training facilitation expertise by supporting the design, delivery, and refinement of effective training sessions for teachers, monitoring cadres, and other stakeholders.

• Enable continuous professional development (CPD) of teachers and education cadres by integrating academic insights into state-led training programs, workshops, and mentoring structures.

• Contribute subject expertise on foundational literacy and pedagogy, ensuring evidence-based teaching practices are reflected in classroom implementation and teacher capacity-building.

• Assist in stakeholder management, ensuring strong academic and technical support to district/block functionaries for improved instructional quality and classroom outcomes.

Capacity Building and Training:

• Facilitate training sessions for teachers, monitoring cadres, and key education functionaries to strengthen classroom practices in foundational literacy.

• Do the need analysis of teacher capacity and support designing the capacity building packages for teachers and stakeholders.

• Support the cascading model of teacher training by mentoring block- and cluster-level officials to ensure consistent and effective knowledge transfer.

• Contribute to the development and implementation of Continuous Professional Development (CPD) mechanisms for teachers to sustain and improve instructional practices.

• Provide technical input and facilitation support to leadership and training partners for planning and delivering high-quality training programs.

• Build the capacity of district and block stakeholders by fostering collaboration, problem-solving approaches, and evidence-based decision-making to achieve state FLN and quality education goals.

Monitoring, Evaluation and Reporting:

• Support the monitoring and assessment of training sessions, including the administration and review of pre- and post-tests, to evaluate training effectiveness and identify areas for improvement.

• Track and review the implementation of FLN and Quality Education initiatives across allocated districts and blocks, ensuring alignment with state priorities and project goals.

• Collect, analyze, and interpret program monitoring data to generate actionable insights that inform decision-making, mid-course corrections, and planning at district and block levels.

• Provide regular updates, field reflections, and technical inputs to supervisors, contributing to evidence-based strategies and system strengthening.

• Document learnings, challenges, and promising practices to build a knowledge base that supports continuous improvement of training and implementation processes.

Others:

• Any additional tasks allocated by the supervisor, within the scope of the overall project and program implementation done by Room to Read across states.

Qualifications:

Required:

• Minimum of a Bachelor’s degree in any discipline; a B.Ed. or a specialized degree in Education/Training will be an added advantage.

• At least 2–3 years of professional experience in the development sector, particularly in government engagement, with a minimum of 1 year of relevant experience in school education or large-scale education projects.

• Proven experience of working with government stakeholders at the district and/or block levels is essential.

• Strong understanding of government systems, protocols, administrative processes, and education governance structures.

• Demonstrated ability to analyze data and generate actionable insights for planning, monitoring, and decision-making.

• Excellent verbal and written communication skills in Hindi and good proficiency in spoken and written English.

Preferred:

• Ability to work collaboratively with multiple stakeholders, adapt to dynamic environments, and travel frequently to blocks and districts as required.

• Prior experience of working in a non-profit organization that is focused on maintaining high quality work and low overhead.

• Prior experience in a fast-paced, growth-oriented global or regional organization.

Compensation:

Room to Read offers a competitive salary with excellent benefits. Benefits include a 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 and transforming the lives of millions of children in developing countries on literacy and gender equality in education.

Room to Read is a child-safe organization.

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.

Room to Read is an equal opportunity employer committed to identifying and developing the skills and leadership of people from diverse backgrounds.

Read is a child-safe organization; all personnel must adhere to Room to Read’s Child Protection Policy, Child Protection Code of Conduct and Prevention of Sexual Exploitation and Abuse (PSEA) Policy.