Teacher Professional Development Specialist

The Teacher Professional Development Specialist will lead the design, implementation, and strengthening of teacher professional development systems under the EFASS program in South Sudan. The role focuses on improving teaching quality, supporting teacher capacity, and promoting sustainable, context-responsive professional development models in fragile and resource-constrained environments.

Responsibilities

• Lead the design and adaptation of teacher professional development (TPD) frameworks aligned with national education policies
• Ensure TPD approaches respond to the South Sudan context, including large class sizes, limited resources, and multilingual settings
• Promote continuous professional development models like coaching, mentoring, peer learning
• Develop and oversee teacher training programs (CTPD, pre-service and in-service)
• Integrate core areas such as child-centered pedagogy, foundational literacy and numeracy, inclusive education, gender-responsive teaching, and psychosocial support
• Support rollout of structured teacher training packages and materials
• Strengthen capacity of master trainers, teacher trainers, and education officials
• Provide technical support to County and State education authorities
• Coach and mentor field teams and implementing partners on effective TPD delivery
• Develop tools to assess teaching quality and teacher performance
• Conduct regular field visits to monitor classroom practices and provide feedback
• Use data to inform program improvements and adaptive learning
• Support Ministry of Education in institutionalizing teacher development systems
• Contribute to policy development, teacher standards, and accreditation frameworks
• Strengthen linkages between teacher training institutes and schools
• Lead development/adaptation of teacher guides, training manuals, and classroom resources
• Ensure materials are contextually relevant, inclusive, and aligned with the national curriculum
• Engage with Ministry of General Education and Instruction (MoGEI), donors, NGOs, and education clusters
• Represent EFASS in technical working groups related to teachers and education quality
• Foster collaboration across sectors (e.g., protection, MHPSS)
• Support research and documentation of best practices and innovations in teacher development
• Prepare technical reports, learning briefs, and donor updates
• Contribute to evidence-based programming and knowledge sharing

Requirements

• Bachelor’s degree in education, Teacher Education, Curriculum Development and Educational Leadership
• Preferred: Master’s degree in education (especially Teacher Education, Curriculum, or Educational Planning), International Development or Education in Emergencies
• Minimum 4–6 years of relevant experience in teacher training and professional development, education programme implementation in NGO or government sector
• Demonstrated strong experience in designing and delivering teacher training programmes and supporting in-service teacher coaching and mentoring systems
• Experience working in education in Emergencies (EiE) or fragile/conflict contexts, rural or hard-to-reach settings similar to South Sudan
• Proven experience with Accelerated Education Programmes (AEP/ALP) or non-formal education, Teaching at the Right Level approach
• Preferred: Experience with Save the Children or similar international NGOs
• Familiarity with EFASS or FCDO-funded education programmes
• Experience integrating gender-responsive pedagogy and inclusive education practices (children with disabilities, marginalized learners)
• Technical Competencies in teacher professional development with strong expertise in adult learning principles, teacher coaching and mentoring models and Continuous Professional Development (CPD) systems
• Ability to develop structured training modules and manuals, conduct Training of Trainers (ToT) and evaluate teacher performance and learning outcomes
• Strong knowledge of National curriculum (South Sudan context preferred), Early Grade Reading and Mathematics approaches or ESER and Accelerated and alternative learning pathways and understanding of safe and inclusive learning environments and Psychosocial support in education
• Experienced in designing teacher performance monitoring tools like classroom observation frameworks, data collection and analysis for teacher development
• Ability to use data to improve teaching quality and adapt training approaches
• Ability to integrate gender-sensitive teaching practices and inclusive classroom strategies
• Strong focus on quality standards (INEE Minimum Standards, SC Education benchmarks) and accountability to beneficiaries and communities
• Fluency in English (written and spoken) and knowledge of local languages spoken in Magwi is an added advantage

Skills

• Teacher Training Programme Design
• In-service Teacher Coaching
• Teacher Mentoring Systems
• Education in Emergencies
• Accelerated Basic Education Programme
• Non-Formal Education
• Teaching at the Right Level
• Gender Responsive Pedagogy
• Inclusive Education
• Adult Learning
• Continuous Professional Development
• Training of Trainers Workshops
• Teacher Performance Evaluation
• National Curriculum Knowledge
• Early Grade Reading Approaches
• Early Grade Mathematics Approaches
• Safe Learning Environments
• Psychosocial Support in Education
• Teacher Performance Monitoring
• Data Collection
• Gender-sensitive Teaching Practices
• INEE Minimum Standards
• Education Programme Implementation
• Curriculum Design
• Education Leadership

Languages

English