Position Overview:
The Senior Program Associate Girls’ Education Program (GEP) spends the majority of his or her time providing support to the school teachers (as per program design) and assists the Program Officer in carrying out all activities of the GEP. They will also be responsible for strengthening linkages with like- minded organizations, liasioning with block/district level officials, regular program and financial tracking, collecting program data, undertake monitoring as required and entering it into RtRs database. This position reports to the Senior Program officer.
Set a schedule of visit to the KGBV schools, Asharamshala and Porta Cabins as per the benchmarking indicated
Training teachers on the program content
Support to school teachers to set her schedule of life skill session with girls, observing sessions and providing handholding support to the teachers.
Undertake regular field based monitoring as per the approved monitoring plan
Able to fill the monitoring forms, consolidate and report to state office.
Support and facilitate the administration of teacher’s training assessment tool for all the trainings at district/ state levels.
Support the PO/PM in conducting the School teachers’ trainings. This may include co-facilitating training sessions.
Participate in regular trainings and meetings with Room to Read staff.
Ensure feedback is given to specific school and recorded in written regularly.
Participate in donor/ government stakeholders visits to program locations and provide information to donors/stakeholders about Room to Read’s Girls’ Education Program as needed.
Liaising, networking and building linkages at the field, block and district level
Plan and organize trainings and meetings for government officials (block and district level) about the program and its updates, upcoming plans.
Establish and strengthen monitoring mechanisms at the district / block level while working closely with the governance systems
Liason with the government to strengthen mainstreaming of reporting and monitoring mechanisms related to the GEP
Building linkages with like-minded organizations for referral services for girls after discussing with Program Officer.
Providing support to school teachers in maintaining program record as decided.
Initiate networks for girls’ education at district level.
Support Program Officer for creating visibility of GEP in District and State level.
Conduct discussions on Program Quality with School teachers during meeting.
Share learnings from INCO level review meetings
Understand and work on factors that may impede quality and fidelity of Life skills on the field.
Tracks to see if quality standards are being met and provide updates to PO
Use LS observations form and basis this provides feedback to school teachers
Ensure the school teachers are keeping program records as decided per the program design.
Collect this data and provide to PO/PM as needed and agreed as per data flow mechanisms
Collect this data (MIS), provide it to the PO/PM, and enter it into Room to Read’s database (GSD as needed).
Document best practices, case studies, photos and lessons learned and share with the GEP Team.
Any challenges regarding implementation at institution level, flag issues of concern to PO.
Participate in the annual planning and budgeting process
Ensure budget forecasting for the month and submit bills timely to state office.
Provide adequate direction to ensure smooth functioning of the teachers.
Reports to the Program Officer/Sr. Program Officer (Accelerator)
Ensure effective liaison with State finance /Admin and HR where required
Masters degree in Education/ Social Work/ development/Gender Studies.
3 - 5 years of relevant work experience in areas of girls education, gender and life skills
Prior experience of living and/ working in rural and semi urban areas
Prior experience of working closely with school teachers and government
Ability to travel frequently
Good interpersonal skills and a team player.
Good understanding of MS word and MS excel for reporting purpose. Strong organizational and planning skills including the ability to monitor progress of program implementation.
Ability to juggle multiple priorities simultaneously and take initiative.
Prior success working closely and building relationships with diverse groups of people.
Prior experience in facilitation and/or training.
Experience working with and or counseling adolescent girls.
Fluency in language spoken by girls.
English fluency preferred.
Familiarity or experience with gender issues, girls’ education and/or community development preferred.
Female candidates are preferred as this position will be directly working with adolescent girls.
The salary range for this position will be determined based upon the experience of the candidate hired. Health benefits are also provided. The non-monetary compensation includes a unique opportunity to be part of an innovative, meaningful, and rapidly growing organization that is changing the world through the lifelong gift of education.
Room to Read is a child-safe organization. All personnel are expected to adhere to Room to Read’s Child Protection Policy and Child Protection Code of Conduct.
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.