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2 Jul 2020

Student Learning and Social and Emotional Learning (SEL) Director

Job Description

South Sudan Jobs

Category: Programs
Req ID: STUDE02070
Posted Date: 2020-06-10
Schedule: Full Time
Location: Juba, South Sudan SSD

Project Summary:

The Education for Peace, Recovery and Resilience (EPRR) programmatic approach to education aims to ensure that children ages 3-18 are gaining age-appropriate literacy and numeracy skills in a safe and nurturing environment – in both formal and non-formal settings. As part of this approach, the resilience of learners, teachers, school staff, Parent Teacher Association (PTA) members and community will be enhanced through relevant and targeted socio-emotional learning, psychosocial training and support.

Position Summary:
The Student Learning and Social and Emotional Learning (SEL) Director is responsible for ensuring that children and youth in activity-supported schools and communities achieve improved learning outcomes through improved literacy and numeracy education delivery. The position will also oversee SEL activities, teacher professional development, and the development of teaching and learning materials, including supplemental reading materials for learners and teachers. S/he will provide technical leadership and support to program staff and stakeholders to drive improvements in children’s educational opportunity and performance in urban, rural, and pastoralist communities. S/he will also lead efforts to promote a reading culture.

Reporting and Supervision:
This position will report to the Chief of Party (COP) and will supervise a Learning Advisor and a SEL-Psychosocial Support (PSS) Advisor.

Expected Outcomes:

  • The capacity of teachers to teach effective literacy and numeracy education to children is built.
  • The capacity of project staff, government, community and school personnel to provide on-going mentoring to volunteer teachers is built.
  • Activities that strengthen a reading culture are designed.
  • The capacity of project staff, government, community and school personnel to deliver activities that improve the social emotional well-being of children is built.
  • The capacity of project staff, government, community and school personnel to deliver PSS activities (in addition to SEL) to teachers and PTA is built.
  • Activities that respond to the evolving and urgent Teacher Well-being needs are built.
  • The capacity of project staff, government, community and school personnel to ensure children are safe in their schools and communities is built.
    Primary Responsibilities:
  • Train volunteer teachers to teach literacy and numeracy;
  • Implement activities to support a reading culture;
  • Provide on-going mentoring to volunteer teachers;
  • Provide incentives to volunteer teachers as appropriate, based on the teacher incentive pay structure;
  • Equip teachers and PTA with skills to provide others with PSS knowledge and skills;
  • Support teachers to apply psychosocial informed approaches to the teaching and learning process;
  • Support teachers and PTA to roll out peace building and life skills activities at beneficiary schools;
  • Provide materials to support PSS, peace building and life skills activities;
  • Implement peace building activities at the school;
  • Support the development of performance requirements volunteer teachers;
  • Support the development of systems to track volunteer teachers’ professional development entry, progress vs. benchmarks and exit;
  • Ensure gender equity in the volunteer teaching force;
  • Support in the review and implementation volunteer teachers’ recruitment plan; and
  • Support in the review and implementation volunteer teachers’ incentive plan.
    Required Skills and Qualifications:
  • University degree in education, development studies, or other related field;
    At least five (5) years of proven experience in technical areas related to this role (literacy, numeracy, teacher training, etc.);
  • At least two (2) years of relevant professional humanitarian or development experience with an international organization, including extensive exposure to education programming;
  • Experience in a managerial position and demonstrated capacity in office management, including capacity building of staff;
  • Ability to work as part of an in-country team, quickly set up productive working relationships, and deliver high quality training;
  • Knowledge and understanding of the complexity related to crisis including Internally Displaced People situations;
  • Familiarity with USAID or other international donor guidelines strongly preferred;
  • Previous experience in an insecure or conflict-affected setting strongly preferred; and
  • Knowledge and experience in South Sudan is preferred.
    Local and regional candidates strongly encouraged to apply.

Position contingent upon donor funding.

Equal Opportunity Employer/Protected Veterans/Individuals with Disabilities

The contractor will not discharge or in any other manner discriminate against employees or applicants because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant. However, employees who have access to the compensation information of other employees or applicants as a part of their essential job functions cannot disclose the pay of other employees or applicants to individuals who do not otherwise have access to compensation information, unless the disclosure is (a) in response to a formal complaint or charge, (b) in furtherance of an investigation, proceeding, hearing, or action, including an investigation conducted by the employer, or (c) consistent with the contractor’s legal duty to furnish information. 41 CFR 60-1.35(c)


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