704 Community Engagement Jobs - Page 2

World Change Starts with Educated Children Position Overview: The Literacy Facilitator (LF) will be responsible for coaching and supporting teachers, point teachers, co-located Anganwadis, point person libraries, and principals in Balvatika and literacy program in schools to help them adopt new ways of working with children that enhance their literacy skills and foster a habit of reading. Additionally, the LF will support parents at the community level to ensure learning continues at home. They will report to the Literacy Program Officer/Associate and will not have any direct reports. This position is based at the project location (District / Block / Mandal / Cluster). Roles & Responsibilities: Program Understanding: Develop a thorough understanding of Room to Read's Literacy program design. Develop a thorough understanding of EGL and read relevant literature/research. Support literacy program intervention across assigned project schools and ensure adherence to the program design. Provide reflective feedback on program design and implementation (especially with respect to progress towards outcomes) and demonstrate a solution-oriented approach. Serve as a technical resource to the schools in the area of language development, literacy skills, and reading. School Visits: Undertake school visits ensuring the Balvatika, literacy, and libraries in the selected schools. Conduct joint visits with government officials in schools as well as Balvatika Centres. Regularly observe, demonstrate, and coach Grade 1 and 2 teachers in delivering the instructional component of the Literacy Program. Conduct informal assessment of at least 5 children during every school visit and discuss with teachers and share report to supervisors. Regularly observe, demonstrate, and coach teachers and librarians in the implementation of the model library period, reading activities, and library management practices. Support teachers in conducting ongoing student tracking assessments and plan corrective action. Supports and participates in Family & Community Engagement (F&CE) activities like literacy events, parent meetings, reading campaign, summer camp, and other community activities. Regularly collect data related to program quality. Supports school librarian in the initial set up of the library, including book delivery, leveling and classification system, check-out system, setting up furniture, and creating a library period timetable. Regularly provide the principals/Headmasters an update on progress and coach them on ways to support teachers and ensure longer-term sustainability of literacy outcomes within the school. Participate in school-level teacher meetings, literacy events, parent meetings, and other community activities. Training, Workshop and Meeting: Participate and facilitate in regular teacher and librarian trainings (both center-based and school-based) related to the Literacy program (Instruction, library activities, and management). Participate in the development of materials, training modules, and other technical resources as required. Attend professional development training and workshops at block/district/state/national level, as required. Attend review meetings at block/district/state within RtR and with government stakeholders, as required, and complete all programmatic reports on a timely manner. Participate in monthly review meetings with CRCs at school level. Planning, Reporting and Documentation: Tracks and reports library monitoring data to ensure timely and accurate reporting to stakeholders. Create some online content such as short audio messages/lesson plan and disseminate & support parents/Teachers/SMCs (if, needed). Conduct ongoing planning, documentation, and reporting. Write monthly reports to supervisor including progress data of CICO and status of student reading skill, in a template provided by RtR. Document best practices and lessons learned and share with the Literacy program team. Collaborate with Principal, and community to develop sustainability plan for managing literacy program components and acquiring resources (instruction materials, stationery and new books) after Room to Read's support ends. Report to the Literacy Program Officer/Associate. Support in donor visits, and in any other activities which may be required to be undertaken to fulfill the objectives of the organization. Compile and analyze ongoing reading skill assessments data conducted by school and plan school-wise corrective action in discussion with supervisors. Qualifications: Required: Bachelor Degree in education / social sciences or equivalent. Minimum 23 years of relevant experience in development projects, preferably in education. Teaching experience at primary level preferred. Strong knowledge about education in general and language and reading practices and approaches in particular. Strong written and oral communication skills. Good interpersonal skills and a team player. Critical thinking and analytical skills. To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic non-profit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Strong knowledge about early grade literacy and ECCE education in general - reading practices and approaches. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment. Location(s): India - Uttar Pradesh To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment.

World Change Starts with Educated Children Position Overview: The Literacy Facilitator (LF) will be responsible for coaching and supporting teachers, point teachers, co-located Anganwadis, point person libraries, and principals in Balvatika and literacy program in schools to help them adopt new ways of working with children that enhance their literacy skills and foster a habit of reading. Additionally, the LF will support parents at the community level to ensure learning continues at home. They will report to the Literacy Program Officer/Associate and will not have any direct reports. This position is based at the project location (District / Block / Mandal / Cluster). Roles & Responsibilities: Program Understanding: Develop a thorough understanding of Room to Read's Literacy program design. Develop a thorough understanding of EGL and read relevant literature/research. Support literacy program intervention across assigned project schools and ensure adherence to the program design. Provide reflective feedback on program design and implementation (especially with respect to progress towards outcomes) and demonstrate a solution-oriented approach. Serve as a technical resource to the schools in the area of language development, literacy skills, and reading. School Visits: Undertake school visits ensuring the Balvatika, literacy, and libraries in the selected schools. Conduct joint visits with government officials in schools as well as Balvatika Centres. Regularly observe, demonstrate, and coach Grade 1 and 2 teachers in delivering the instructional component of the Literacy Program. Conduct informal assessment of at least 5 children during every school visit and discuss with teachers and share report to supervisors. Regularly observe, demonstrate, and coach teachers and librarians in the implementation of the model library period, reading activities, and library management practices. Support teachers in conducting ongoing student tracking assessments and plan corrective action. Supports and participates in Family & Community Engagement (F&CE) activities like literacy events, parent meetings, reading campaign, summer camp, and other community activities. Regularly collect data related to program quality. Supports school librarian in the initial set up of the library, including book delivery, leveling and classification system, check-out system, setting up furniture, and creating a library period timetable. Regularly provide the principals/Headmasters an update on progress and coach them on ways to support teachers and ensure longer-term sustainability of literacy outcomes within the school. Participate in school-level teacher meetings, literacy events, parent meetings, and other community activities. Training, Workshop and Meeting: Participate and facilitate in regular teacher and librarian trainings (both center-based and school-based) related to the Literacy program (Instruction, library activities, and management). Participate in the development of materials, training modules, and other technical resources as required. Attend professional development training and workshops at block/district/state/national level, as required. Attend review meetings at block/district/state within RtR and with government stakeholders, as required, and complete all programmatic reports on a timely manner. Participate in monthly review meetings with CRCs at school level. Planning, Reporting and Documentation: Tracks and reports library monitoring data to ensure timely and accurate reporting to stakeholders. Create some online content such as short audio messages/lesson plan and disseminate & support parents/Teachers/SMCs (if, needed). Conduct ongoing planning, documentation, and reporting. Write monthly reports to supervisor including progress data of CICO and status of student reading skill, in a template provided by RtR. Document best practices and lessons learned and share with the Literacy program team. Collaborate with Principal, and community to develop sustainability plan for managing literacy program components and acquiring resources (instruction materials, stationery and new books) after Room to Read's support ends. Report to the Literacy Program Officer/Associate. Support in donor visits, and in any other activities which may be required to be undertaken to fulfill the objectives of the organization. Compile and analyze ongoing reading skill assessments data conducted by school and plan school-wise corrective action in discussion with supervisors. Qualifications: Required: Bachelor Degree in education / social sciences or equivalent. Minimum 23 years of relevant experience in development projects, preferably in education. Teaching experience at primary level preferred. Strong knowledge about education in general and language and reading practices and approaches in particular. Strong written and oral communication skills. Good interpersonal skills and a team player. Critical thinking and analytical skills. To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic non-profit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Strong knowledge about early grade literacy and ECCE education in general - reading practices and approaches. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment. Location(s): India - Uttar Pradesh To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment.

World Change Starts with Educated Children Position Overview: The Literacy Facilitator (LF) will be responsible for coaching and supporting teachers, point teachers, co-located Anganwadis, point person libraries, and principals in Balvatika and literacy program in schools to help them adopt new ways of working with children that enhance their literacy skills and foster a habit of reading. Additionally, the LF will support parents at the community level to ensure learning continues at home. They will report to the Literacy Program Officer/Associate and will not have any direct reports. This position is based at the project location (District / Block / Mandal / Cluster). Roles & Responsibilities: Program Understanding: Develop a thorough understanding of Room to Read's Literacy program design. Develop a thorough understanding of EGL and read relevant literature/research. Support literacy program intervention across assigned project schools and ensure adherence to the program design. Provide reflective feedback on program design and implementation (especially with respect to progress towards outcomes) and demonstrate a solution-oriented approach. Serve as a technical resource to the schools in the area of language development, literacy skills, and reading. School Visits: Undertake school visits ensuring the Balvatika, literacy, and libraries in the selected schools. Conduct joint visits with government officials in schools as well as Balvatika Centres. Regularly observe, demonstrate, and coach Grade 1 and 2 teachers in delivering the instructional component of the Literacy Program. Conduct informal assessment of at least 5 children during every school visit and discuss with teachers and share report to supervisors. Regularly observe, demonstrate, and coach teachers and librarians in the implementation of the model library period, reading activities, and library management practices. Support teachers in conducting ongoing student tracking assessments and plan corrective action. Supports and participates in Family & Community Engagement (F&CE) activities like literacy events, parent meetings, reading campaign, summer camp, and other community activities. Regularly collect data related to program quality. Supports school librarian in the initial set up of the library, including book delivery, leveling and classification system, check-out system, setting up furniture, and creating a library period timetable. Regularly provide the principals/Headmasters an update on progress and coach them on ways to support teachers and ensure longer-term sustainability of literacy outcomes within the school. Participate in school-level teacher meetings, literacy events, parent meetings, and other community activities. Training, Workshop and Meeting: Participate and facilitate in regular teacher and librarian trainings (both center-based and school-based) related to the Literacy program (Instruction, library activities, and management). Participate in the development of materials, training modules, and other technical resources as required. Attend professional development training and workshops at block/district/state/national level, as required. Attend review meetings at block/district/state within RtR and with government stakeholders, as required, and complete all programmatic reports on a timely manner. Participate in monthly review meetings with CRCs at school level. Planning, Reporting and Documentation: Tracks and reports library monitoring data to ensure timely and accurate reporting to stakeholders. Create some online content such as short audio messages/lesson plan and disseminate & support parents/Teachers/SMCs (if, needed). Conduct ongoing planning, documentation, and reporting. Write monthly reports to supervisor including progress data of CICO and status of student reading skill, in a template provided by RtR. Document best practices and lessons learned and share with the Literacy program team. Collaborate with Principal, and community to develop sustainability plan for managing literacy program components and acquiring resources (instruction materials, stationery and new books) after Room to Read's support ends. Report to the Literacy Program Officer/Associate. Support in donor visits, and in any other activities which may be required to be undertaken to fulfill the objectives of the organization. Compile and analyze ongoing reading skill assessments data conducted by school and plan school-wise corrective action in discussion with supervisors. Qualifications: Required: Bachelor Degree in education / social sciences or equivalent. Minimum 23 years of relevant experience in development projects, preferably in education. Teaching experience at primary level preferred. Strong knowledge about education in general and language and reading practices and approaches in particular. Strong written and oral communication skills. Good interpersonal skills and a team player. Critical thinking and analytical skills. To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic non-profit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Strong knowledge about early grade literacy and ECCE education in general - reading practices and approaches. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment. Location(s): India - Uttar Pradesh To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment.

World Change Starts with Educated Children Position Overview: The Literacy Facilitator (LF) will be responsible for coaching and supporting teachers, point teachers, co-located Anganwadis, point person libraries, and principals in Balvatika and literacy program in schools to help them adopt new ways of working with children that enhance their literacy skills and foster a habit of reading. Additionally, the LF will support parents at the community level to ensure learning continues at home. They will report to the Literacy Program Officer/Associate and will not have any direct reports. This position is based at the project location (District / Block / Mandal / Cluster). Roles & Responsibilities: Program Understanding: Develop a thorough understanding of Room to Read's Literacy program design. Develop a thorough understanding of EGL and read relevant literature/research. Support literacy program intervention across assigned project schools and ensure adherence to the program design. Provide reflective feedback on program design and implementation (especially with respect to progress towards outcomes) and demonstrate a solution-oriented approach. Serve as a technical resource to the schools in the area of language development, literacy skills, and reading. School Visits: Undertake school visits ensuring the Balvatika, literacy, and libraries in the selected schools. Conduct joint visits with government officials in schools as well as Balvatika Centres. Regularly observe, demonstrate, and coach Grade 1 and 2 teachers in delivering the instructional component of the Literacy Program. Conduct informal assessment of at least 5 children during every school visit and discuss with teachers and share report to supervisors. Regularly observe, demonstrate, and coach teachers and librarians in the implementation of the model library period, reading activities, and library management practices. Support teachers in conducting ongoing student tracking assessments and plan corrective action. Supports and participates in Family & Community Engagement (F&CE) activities like literacy events, parent meetings, reading campaign, summer camp, and other community activities. Regularly collect data related to program quality. Supports school librarian in the initial set up of the library, including book delivery, leveling and classification system, check-out system, setting up furniture, and creating a library period timetable. Regularly provide the principals/Headmasters an update on progress and coach them on ways to support teachers and ensure longer-term sustainability of literacy outcomes within the school. Participate in school-level teacher meetings, literacy events, parent meetings, and other community activities. Training, Workshop and Meeting: Participate and facilitate in regular teacher and librarian trainings (both center-based and school-based) related to the Literacy program (Instruction, library activities, and management). Participate in the development of materials, training modules, and other technical resources as required. Attend professional development training and workshops at block/district/state/national level, as required. Attend review meetings at block/district/state within RtR and with government stakeholders, as required, and complete all programmatic reports on a timely manner. Participate in monthly review meetings with CRCs at school level. Planning, Reporting and Documentation: Tracks and reports library monitoring data to ensure timely and accurate reporting to stakeholders. Create some online content such as short audio messages/lesson plan and disseminate & support parents/Teachers/SMCs (if, needed). Conduct ongoing planning, documentation, and reporting. Write monthly reports to supervisor including progress data of CICO and status of student reading skill, in a template provided by RtR. Document best practices and lessons learned and share with the Literacy program team. Collaborate with Principal, and community to develop sustainability plan for managing literacy program components and acquiring resources (instruction materials, stationery and new books) after Room to Read's support ends. Report to the Literacy Program Officer/Associate. Support in donor visits, and in any other activities which may be required to be undertaken to fulfill the objectives of the organization. Compile and analyze ongoing reading skill assessments data conducted by school and plan school-wise corrective action in discussion with supervisors. Qualifications: Required: Bachelor Degree in education / social sciences or equivalent. Minimum 23 years of relevant experience in development projects, preferably in education. Teaching experience at primary level preferred. Strong knowledge about education in general and language and reading practices and approaches in particular. Strong written and oral communication skills. Good interpersonal skills and a team player. Critical thinking and analytical skills. To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic non-profit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Strong knowledge about early grade literacy and ECCE education in general - reading practices and approaches. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment. Location(s): India - Uttar Pradesh To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment.

World Change Starts with Educated Children Position Overview: The Literacy Facilitator (LF) will be responsible for coaching and supporting teachers, point teachers, co-located Anganwadis, point person libraries, and principals in Balvatika and literacy program in schools to help them adopt new ways of working with children that enhance their literacy skills and foster a habit of reading. Additionally, the LF will support parents at the community level to ensure learning continues at home. They will report to the Literacy Program Officer/Associate and will not have any direct reports. This position is based at the project location (District / Block / Mandal / Cluster). Roles & Responsibilities: Program Understanding: Develop a thorough understanding of Room to Read's Literacy program design. Develop a thorough understanding of EGL and read relevant literature/research. Support literacy program intervention across assigned project schools and ensure adherence to the program design. Provide reflective feedback on program design and implementation (especially with respect to progress towards outcomes) and demonstrate a solution-oriented approach. Serve as a technical resource to the schools in the area of language development, literacy skills, and reading. School Visits: Undertake school visits ensuring the Balvatika, literacy, and libraries in the selected schools. Conduct joint visits with government officials in schools as well as Balvatika Centres. Regularly observe, demonstrate, and coach Grade 1 and 2 teachers in delivering the instructional component of the Literacy Program. Conduct informal assessment of at least 5 children during every school visit and discuss with teachers and share report to supervisors. Regularly observe, demonstrate, and coach teachers and librarians in the implementation of the model library period, reading activities, and library management practices. Support teachers in conducting ongoing student tracking assessments and plan corrective action. Supports and participates in Family & Community Engagement (F&CE) activities like literacy events, parent meetings, reading campaign, summer camp, and other community activities. Regularly collect data related to program quality. Supports school librarian in the initial set up of the library, including book delivery, leveling and classification system, check-out system, setting up furniture, and creating a library period timetable. Regularly provide the principals/Headmasters an update on progress and coach them on ways to support teachers and ensure longer-term sustainability of literacy outcomes within the school. Participate in school-level teacher meetings, literacy events, parent meetings, and other community activities. Training, Workshop and Meeting: Participate and facilitate in regular teacher and librarian trainings (both center-based and school-based) related to the Literacy program (Instruction, library activities, and management). Participate in the development of materials, training modules, and other technical resources as required. Attend professional development training and workshops at block/district/state/national level, as required. Attend review meetings at block/district/state within RtR and with government stakeholders, as required, and complete all programmatic reports on a timely manner. Participate in monthly review meetings with CRCs at school level. Planning, Reporting and Documentation: Tracks and reports library monitoring data to ensure timely and accurate reporting to stakeholders. Create some online content such as short audio messages/lesson plan and disseminate & support parents/Teachers/SMCs (if, needed). Conduct ongoing planning, documentation, and reporting. Write monthly reports to supervisor including progress data of CICO and status of student reading skill, in a template provided by RtR. Document best practices and lessons learned and share with the Literacy program team. Collaborate with Principal, and community to develop sustainability plan for managing literacy program components and acquiring resources (instruction materials, stationery and new books) after Room to Read's support ends. Report to the Literacy Program Officer/Associate. Support in donor visits, and in any other activities which may be required to be undertaken to fulfill the objectives of the organization. Compile and analyze ongoing reading skill assessments data conducted by school and plan school-wise corrective action in discussion with supervisors. Qualifications: Required: Bachelor Degree in education / social sciences or equivalent. Minimum 23 years of relevant experience in development projects, preferably in education. Teaching experience at primary level preferred. Strong knowledge about education in general and language and reading practices and approaches in particular. Strong written and oral communication skills. Good interpersonal skills and a team player. Critical thinking and analytical skills. To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic non-profit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Strong knowledge about early grade literacy and ECCE education in general - reading practices and approaches. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment. Location(s): India - Uttar Pradesh To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment.

The Social Mobilizers are responsible for implementing the Girls Education program at the field level. They are the first point of contact for the girls whom we work with; they are also the point of contact for the schools and parents and hence are critical to the success of the program. The social mobilizer will report to the Program Associate. The position will be field based; she will be responsible for a group of 80 girls as their mentor, support system and motivator. Role and Responsibilities: A. Program planning, implementation Develop a thorough understanding of Room to Read's Girls Education program design, objectives and outcomes. Implement program activities as per design maintaining fidelity. Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessions, etc. Participate in program planning in consultation with Program Associate and other state-level staff. Regularly attend weekly and monthly workshops where weekly and monthly plans are made and reviewed. Attend mandatory training of Social Mobilizers. B. Family and Community engagement Have a thorough understanding of social issues, safety concerns and child protection issues affecting girl participants and an awareness of available social safety net mechanisms, schemes, and referrals. (With child protection and safety issues of girls that emerged through a study done in India last year and the new mentoring module that requires the program to address such issues, we need a social mobilizer who is well networked and well acquainted with existing social safety net mechanisms, schemes and also referrals; this skill was not required for our current social mobilizers). Organize and lead family and community meetings and consultations with school staff, parents, and community members/organizations as per design; discuss life skill content and issues with them in a tactful manner (especially sensitive/taboo issues like early marriage and attending school during menstrual cycle). Seek opportunities for networking at local level and create a resource pool to be used as a referrals if there is a need. Facilitate visits of donors, INCO and SO team members. Facilitate and support SO/INCO team members in conducting research/ survey/ study/ data collection/ baseline, etc. C. Working with girls Conduct life skills sessions for 90 girls in batches of 20-25 as per the prescribed session content and as per agreed plan. Each girl will need to be provided with a minimum of 16 life skills sessions in one year. This would require a thorough understanding of the content and skills of delivering it tactfully (especially the content related to reproductive health). The reproductive health sessions that have been introduced in the worldwide GEP modules require more experienced professionals who are well equipped to deliver the content as well as handle queries of parents and convince them on the need for these sessions. Form Life skills clubs/Children groups and facilitate regular meetings and discussions of these groups; at least 8 meetings are to be held every year. Ensure that through these groups the girl participants develop skills of articulation and self-expression and initiate action on issues they face in their lives. This would require the social mobilizer to have excellent facilitation skills and understanding of the principles of child participation. Distribute the newsletter GUPSHUP, initiate discussion around it and hold follow-up activities. (This requires an ability to engage with text in a magazine format written for girls - to eventually lead them into an analysis of the magazines/mass media and inspire them to express and deconstruct gender stereotypes). Help girls to develop wall magazines and write for state-level Gupshup so that their voices can be captured. Mentoring: Conduct group mentoring sessions for 90 girls in batches of 10-12 girls as per prescribed content guidelines and record each session. Plan out the group mentoring sessions in association with the Program Associate, taking into account the needs expressed by the girls. Conduct individual mentoring sessions as needed. This may need creation of new content wherever needed (The new mentoring module being introduced requires social mobilizers to be barefoot counselors - not just mentoring girls in groups but also identifying challenges being faced by girls, developing sessions to address the challenges, identifying the content for these sessions and developing the content if needed). D. Setting up Life skills centres /Gender Resource Centres Setting up a Gender Resource Centre (GRC) for life skills in schools/community for life skills sessions. Ensuring proper functioning and usage of GRC as per discussion with state GEP teams. Ensure the space is clean, safe and welcoming to girls. Ensure the space is well stocked with drawings/articles/expressions of children's voices; changing and putting up the articles/drawings/paintings on bulletin board periodically at least once a month. E. Home visits Mapping data as per the risk and response protocol and then making specific home visits. (The objective of the risk and response protocol is to take action based on an analysis of the four risk factors for girls dropping out. This involves tracking of each girl, understanding the risk, flagging concerns, suggesting solutions, motivating the girls to take necessary action and ultimately preventing the girl from dropping out. All this requires a very high level of analytical and strategic thinking skills, which is not currently available in the SMs). Undertaking regular school visits. Handling any critical matters that may emerge from these interactions. Organizing/conducting programmatic activities at school and community as per mutually agreed plan and responsible for managing relationships with school, community and respond to issues that may arise. The quality of home visits is expected to be high as the expectation is of higher levels of engagement and effective mentoring and outreach to families. F. Record keeping, Reporting and monitoring Update records of attendance and parent meetings regularly. Prepare and submit weekly plans during weekly reviews. Timely record keeping, updating the data and sharing analysis of various parameters like attendance sheets, parent meetings, dropouts, etc. Filling up socio-economic profile of the girls. Regular physical verification of girls on sample basis. Periodic cohort risk assessment and analysis of it. Flagging issues of concern. It is expected that Social Mobilizers will undertake risk mapping of the entire cohort as many girls drop out during transition from grade 8 and grade 11. They would need to flag these cases and identify local solutions that may keep the girls in the schools. Identify case studies of girls, schools/communities and best practices and gather all related data and information. Maintaining stock register at school/center level. Provide a list of materials required for the girls to the supervisors. Qualification & Experience: Required: Bachelor's degree in education / social sciences or equivalent / or higher. Minimum experience of 2yrs. (1-2 years of relevant experience in the education/development sector including internships). Good verbal and written communication skills in English / Hindi and the local language of the state where position is based. Like Marathi for Mumbai location. Preferred: Master's degree in education / social sciences or equivalent preferred. Counseling diploma and/or experience of having worked on mentoring / counseling issues. Experience working on life skills/gender / adolescents. Strong planning and project implementation skills. Ability to work in remote areas and travel to communities for meetings. Ability to work effectively with schools and communities. Strong written and oral communication skills. Good interpersonal skills and a team player. Room to Read is a child-safe organization. Location(s): India - Maharashtra To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment.

The Social Mobilizers are responsible for implementing the Girls Education program at the field level. They are the first point of contact for the girls whom we work with; they are also the point of contact for the schools and parents and hence are critical to the success of the program. The social mobilizer will report to the Program Associate. The position will be field based; she will be responsible for a group of 80 girls as their mentor, support system and motivator. Role and Responsibilities: A. Program planning, implementation Develop a thorough understanding of Room to Read's Girls Education program design, objectives and outcomes. Implement program activities as per design maintaining fidelity. Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessions, etc. Participate in program planning in consultation with Program Associate and other state-level staff. Regularly attend weekly and monthly workshops where weekly and monthly plans are made and reviewed. Attend mandatory training of Social Mobilizers. B. Family and Community engagement Have a thorough understanding of social issues, safety concerns and child protection issues affecting girl participants and an awareness of available social safety net mechanisms, schemes, and referrals. (With child protection and safety issues of girls that emerged through a study done in India last year and the new mentoring module that requires the program to address such issues, we need a social mobilizer who is well networked and well acquainted with existing social safety net mechanisms, schemes and also referrals; this skill was not required for our current social mobilizers). Organize and lead family and community meetings and consultations with school staff, parents, and community members/organizations as per design; discuss life skill content and issues with them in a tactful manner (especially sensitive/taboo issues like early marriage and attending school during menstrual cycle). Seek opportunities for networking at local level and create a resource pool to be used as a referrals if there is a need. Facilitate visits of donors, INCO and SO team members. Facilitate and support SO/INCO team members in conducting research/ survey/ study/ data collection/ baseline, etc. C. Working with girls Conduct life skills sessions for 90 girls in batches of 20-25 as per the prescribed session content and as per agreed plan. Each girl will need to be provided with a minimum of 16 life skills sessions in one year. This would require a thorough understanding of the content and skills of delivering it tactfully (especially the content related to reproductive health). The reproductive health sessions that have been introduced in the worldwide GEP modules require more experienced professionals who are well equipped to deliver the content as well as handle queries of parents and convince them on the need for these sessions. Form Life skills clubs/Children groups and facilitate regular meetings and discussions of these groups; at least 8 meetings are to be held every year. Ensure that through these groups the girl participants develop skills of articulation and self-expression and initiate action on issues they face in their lives. This would require the social mobilizer to have excellent facilitation skills and understanding of the principles of child participation. Distribute the newsletter GUPSHUP, initiate discussion around it and hold follow-up activities. (This requires an ability to engage with text in a magazine format written for girls - to eventually lead them into an analysis of the magazines/mass media and inspire them to express and deconstruct gender stereotypes). Help girls to develop wall magazines and write for state-level Gupshup so that their voices can be captured. Mentoring: Conduct group mentoring sessions for 90 girls in batches of 10-12 girls as per prescribed content guidelines and record each session. Plan out the group mentoring sessions in association with the Program Associate, taking into account the needs expressed by the girls. Conduct individual mentoring sessions as needed. This may need creation of new content wherever needed (The new mentoring module being introduced requires social mobilizers to be barefoot counselors - not just mentoring girls in groups but also identifying challenges being faced by girls, developing sessions to address the challenges, identifying the content for these sessions and developing the content if needed). D. Setting up Life skills centres /Gender Resource Centres Setting up a Gender Resource Centre (GRC) for life skills in schools/community for life skills sessions. Ensuring proper functioning and usage of GRC as per discussion with state GEP teams. Ensure the space is clean, safe and welcoming to girls. Ensure the space is well stocked with drawings/articles/expressions of children's voices; changing and putting up the articles/drawings/paintings on bulletin board periodically at least once a month. E. Home visits Mapping data as per the risk and response protocol and then making specific home visits. (The objective of the risk and response protocol is to take action based on an analysis of the four risk factors for girls dropping out. This involves tracking of each girl, understanding the risk, flagging concerns, suggesting solutions, motivating the girls to take necessary action and ultimately preventing the girl from dropping out. All this requires a very high level of analytical and strategic thinking skills, which is not currently available in the SMs). Undertaking regular school visits. Handling any critical matters that may emerge from these interactions. Organizing/conducting programmatic activities at school and community as per mutually agreed plan and responsible for managing relationships with school, community and respond to issues that may arise. The quality of home visits is expected to be high as the expectation is of higher levels of engagement and effective mentoring and outreach to families. F. Record keeping, Reporting and monitoring Update records of attendance and parent meetings regularly. Prepare and submit weekly plans during weekly reviews. Timely record keeping, updating the data and sharing analysis of various parameters like attendance sheets, parent meetings, dropouts, etc. Filling up socio-economic profile of the girls. Regular physical verification of girls on sample basis. Periodic cohort risk assessment and analysis of it. Flagging issues of concern. It is expected that Social Mobilizers will undertake risk mapping of the entire cohort as many girls drop out during transition from grade 8 and grade 11. They would need to flag these cases and identify local solutions that may keep the girls in the schools. Identify case studies of girls, schools/communities and best practices and gather all related data and information. Maintaining stock register at school/center level. Provide a list of materials required for the girls to the supervisors. Qualification & Experience: Required: Bachelor's degree in education / social sciences or equivalent / or higher. Minimum experience of 2yrs. (1-2 years of relevant experience in the education/development sector including internships). Good verbal and written communication skills in English / Hindi and the local language of the state where position is based. Like Marathi for Mumbai location. Preferred: Master's degree in education / social sciences or equivalent preferred. Counseling diploma and/or experience of having worked on mentoring / counseling issues. Experience working on life skills/gender / adolescents. Strong planning and project implementation skills. Ability to work in remote areas and travel to communities for meetings. Ability to work effectively with schools and communities. Strong written and oral communication skills. Good interpersonal skills and a team player. Room to Read is a child-safe organization. Location(s): India - Maharashtra To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment.

The Social Mobilizers are responsible for implementing the Girls Education program at the field level. They are the first point of contact for the girls whom we work with; they are also the point of contact for the schools and parents and hence are critical to the success of the program. The social mobilizer will report to the Program Associate. The position will be field based; she will be responsible for a group of 80 girls as their mentor, support system and motivator. Role and Responsibilities: A. Program planning, implementation Develop a thorough understanding of Room to Read's Girls Education program design, objectives and outcomes. Implement program activities as per design maintaining fidelity. Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessions, etc. Participate in program planning in consultation with Program Associate and other state-level staff. Regularly attend weekly and monthly workshops where weekly and monthly plans are made and reviewed. Attend mandatory training of Social Mobilizers. B. Family and Community engagement Have a thorough understanding of social issues, safety concerns and child protection issues affecting girl participants and an awareness of available social safety net mechanisms, schemes, and referrals. (With child protection and safety issues of girls that emerged through a study done in India last year and the new mentoring module that requires the program to address such issues, we need a social mobilizer who is well networked and well acquainted with existing social safety net mechanisms, schemes and also referrals; this skill was not required for our current social mobilizers). Organize and lead family and community meetings and consultations with school staff, parents, and community members/organizations as per design; discuss life skill content and issues with them in a tactful manner (especially sensitive/taboo issues like early marriage and attending school during menstrual cycle). Seek opportunities for networking at local level and create a resource pool to be used as a referrals if there is a need. Facilitate visits of donors, INCO and SO team members. Facilitate and support SO/INCO team members in conducting research/ survey/ study/ data collection/ baseline, etc. C. Working with girls Conduct life skills sessions for 90 girls in batches of 20-25 as per the prescribed session content and as per agreed plan. Each girl will need to be provided with a minimum of 16 life skills sessions in one year. This would require a thorough understanding of the content and skills of delivering it tactfully (especially the content related to reproductive health). The reproductive health sessions that have been introduced in the worldwide GEP modules require more experienced professionals who are well equipped to deliver the content as well as handle queries of parents and convince them on the need for these sessions. Form Life skills clubs/Children groups and facilitate regular meetings and discussions of these groups; at least 8 meetings are to be held every year. Ensure that through these groups the girl participants develop skills of articulation and self-expression and initiate action on issues they face in their lives. This would require the social mobilizer to have excellent facilitation skills and understanding of the principles of child participation. Distribute the newsletter GUPSHUP, initiate discussion around it and hold follow-up activities. (This requires an ability to engage with text in a magazine format written for girls - to eventually lead them into an analysis of the magazines/mass media and inspire them to express and deconstruct gender stereotypes). Help girls to develop wall magazines and write for state-level Gupshup so that their voices can be captured. Mentoring: Conduct group mentoring sessions for 90 girls in batches of 10-12 girls as per prescribed content guidelines and record each session. Plan out the group mentoring sessions in association with the Program Associate, taking into account the needs expressed by the girls. Conduct individual mentoring sessions as needed. This may need creation of new content wherever needed (The new mentoring module being introduced requires social mobilizers to be barefoot counselors - not just mentoring girls in groups but also identifying challenges being faced by girls, developing sessions to address the challenges, identifying the content for these sessions and developing the content if needed). D. Setting up Life skills centres /Gender Resource Centres Setting up a Gender Resource Centre (GRC) for life skills in schools/community for life skills sessions. Ensuring proper functioning and usage of GRC as per discussion with state GEP teams. Ensure the space is clean, safe and welcoming to girls. Ensure the space is well stocked with drawings/articles/expressions of children's voices; changing and putting up the articles/drawings/paintings on bulletin board periodically at least once a month. E. Home visits Mapping data as per the risk and response protocol and then making specific home visits. (The objective of the risk and response protocol is to take action based on an analysis of the four risk factors for girls dropping out. This involves tracking of each girl, understanding the risk, flagging concerns, suggesting solutions, motivating the girls to take necessary action and ultimately preventing the girl from dropping out. All this requires a very high level of analytical and strategic thinking skills, which is not currently available in the SMs). Undertaking regular school visits. Handling any critical matters that may emerge from these interactions. Organizing/conducting programmatic activities at school and community as per mutually agreed plan and responsible for managing relationships with school, community and respond to issues that may arise. The quality of home visits is expected to be high as the expectation is of higher levels of engagement and effective mentoring and outreach to families. F. Record keeping, Reporting and monitoring Update records of attendance and parent meetings regularly. Prepare and submit weekly plans during weekly reviews. Timely record keeping, updating the data and sharing analysis of various parameters like attendance sheets, parent meetings, dropouts, etc. Filling up socio-economic profile of the girls. Regular physical verification of girls on sample basis. Periodic cohort risk assessment and analysis of it. Flagging issues of concern. It is expected that Social Mobilizers will undertake risk mapping of the entire cohort as many girls drop out during transition from grade 8 and grade 11. They would need to flag these cases and identify local solutions that may keep the girls in the schools. Identify case studies of girls, schools/communities and best practices and gather all related data and information. Maintaining stock register at school/center level. Provide a list of materials required for the girls to the supervisors. Qualification & Experience: Required: Bachelor's degree in education / social sciences or equivalent / or higher. Minimum experience of 2yrs. (1-2 years of relevant experience in the education/development sector including internships). Good verbal and written communication skills in English / Hindi and the local language of the state where position is based. Like Marathi for Mumbai location. Preferred: Master's degree in education / social sciences or equivalent preferred. Counseling diploma and/or experience of having worked on mentoring / counseling issues. Experience working on life skills/gender / adolescents. Strong planning and project implementation skills. Ability to work in remote areas and travel to communities for meetings. Ability to work effectively with schools and communities. Strong written and oral communication skills. Good interpersonal skills and a team player. Room to Read is a child-safe organization. Location(s): India - Maharashtra To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment.

The Social Mobilizers are responsible for implementing the Girls Education program at the field level. They are the first point of contact for the girls whom we work with; they are also the point of contact for the schools and parents and hence are critical to the success of the program. The social mobilizer will report to the Program Associate. The position will be field based; she will be responsible for a group of 80 girls as their mentor, support system and motivator. Role and Responsibilities: A. Program planning, implementation Develop a thorough understanding of Room to Read's Girls Education program design, objectives and outcomes. Implement program activities as per design maintaining fidelity. Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessions, etc. Participate in program planning in consultation with Program Associate and other state-level staff. Regularly attend weekly and monthly workshops where weekly and monthly plans are made and reviewed. Attend mandatory training of Social Mobilizers. B. Family and Community engagement Have a thorough understanding of social issues, safety concerns and child protection issues affecting girl participants and an awareness of available social safety net mechanisms, schemes, and referrals. (With child protection and safety issues of girls that emerged through a study done in India last year and the new mentoring module that requires the program to address such issues, we need a social mobilizer who is well networked and well acquainted with existing social safety net mechanisms, schemes and also referrals; this skill was not required for our current social mobilizers). Organize and lead family and community meetings and consultations with school staff, parents, and community members/organizations as per design; discuss life skill content and issues with them in a tactful manner (especially sensitive/taboo issues like early marriage and attending school during menstrual cycle). Seek opportunities for networking at local level and create a resource pool to be used as a referrals if there is a need. Facilitate visits of donors, INCO and SO team members. Facilitate and support SO/INCO team members in conducting research/ survey/ study/ data collection/ baseline, etc. C. Working with girls Conduct life skills sessions for 90 girls in batches of 20-25 as per the prescribed session content and as per agreed plan. Each girl will need to be provided with a minimum of 16 life skills sessions in one year. This would require a thorough understanding of the content and skills of delivering it tactfully (especially the content related to reproductive health). The reproductive health sessions that have been introduced in the worldwide GEP modules require more experienced professionals who are well equipped to deliver the content as well as handle queries of parents and convince them on the need for these sessions. Form Life skills clubs/Children groups and facilitate regular meetings and discussions of these groups; at least 8 meetings are to be held every year. Ensure that through these groups the girl participants develop skills of articulation and self-expression and initiate action on issues they face in their lives. This would require the social mobilizer to have excellent facilitation skills and understanding of the principles of child participation. Distribute the newsletter GUPSHUP, initiate discussion around it and hold follow-up activities. (This requires an ability to engage with text in a magazine format written for girls - to eventually lead them into an analysis of the magazines/mass media and inspire them to express and deconstruct gender stereotypes). Help girls to develop wall magazines and write for state-level Gupshup so that their voices can be captured. Mentoring: Conduct group mentoring sessions for 90 girls in batches of 10-12 girls as per prescribed content guidelines and record each session. Plan out the group mentoring sessions in association with the Program Associate, taking into account the needs expressed by the girls. Conduct individual mentoring sessions as needed. This may need creation of new content wherever needed (The new mentoring module being introduced requires social mobilizers to be barefoot counselors - not just mentoring girls in groups but also identifying challenges being faced by girls, developing sessions to address the challenges, identifying the content for these sessions and developing the content if needed). D. Setting up Life skills centres /Gender Resource Centres Setting up a Gender Resource Centre (GRC) for life skills in schools/community for life skills sessions. Ensuring proper functioning and usage of GRC as per discussion with state GEP teams. Ensure the space is clean, safe and welcoming to girls. Ensure the space is well stocked with drawings/articles/expressions of children's voices; changing and putting up the articles/drawings/paintings on bulletin board periodically at least once a month. E. Home visits Mapping data as per the risk and response protocol and then making specific home visits. (The objective of the risk and response protocol is to take action based on an analysis of the four risk factors for girls dropping out. This involves tracking of each girl, understanding the risk, flagging concerns, suggesting solutions, motivating the girls to take necessary action and ultimately preventing the girl from dropping out. All this requires a very high level of analytical and strategic thinking skills, which is not currently available in the SMs). Undertaking regular school visits. Handling any critical matters that may emerge from these interactions. Organizing/conducting programmatic activities at school and community as per mutually agreed plan and responsible for managing relationships with school, community and respond to issues that may arise. The quality of home visits is expected to be high as the expectation is of higher levels of engagement and effective mentoring and outreach to families. F. Record keeping, Reporting and monitoring Update records of attendance and parent meetings regularly. Prepare and submit weekly plans during weekly reviews. Timely record keeping, updating the data and sharing analysis of various parameters like attendance sheets, parent meetings, dropouts, etc. Filling up socio-economic profile of the girls. Regular physical verification of girls on sample basis. Periodic cohort risk assessment and analysis of it. Flagging issues of concern. It is expected that Social Mobilizers will undertake risk mapping of the entire cohort as many girls drop out during transition from grade 8 and grade 11. They would need to flag these cases and identify local solutions that may keep the girls in the schools. Identify case studies of girls, schools/communities and best practices and gather all related data and information. Maintaining stock register at school/center level. Provide a list of materials required for the girls to the supervisors. Qualification & Experience: Required: Bachelor's degree in education / social sciences or equivalent / or higher. Minimum experience of 2yrs. (1-2 years of relevant experience in the education/development sector including internships). Good verbal and written communication skills in English / Hindi and the local language of the state where position is based. Like Marathi for Mumbai location. Preferred: Master's degree in education / social sciences or equivalent preferred. Counseling diploma and/or experience of having worked on mentoring / counseling issues. Experience working on life skills/gender / adolescents. Strong planning and project implementation skills. Ability to work in remote areas and travel to communities for meetings. Ability to work effectively with schools and communities. Strong written and oral communication skills. Good interpersonal skills and a team player. Room to Read is a child-safe organization. Location(s): India - Maharashtra To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment.

The Social Mobilizers are responsible for implementing the Girls Education program at the field level. They are the first point of contact for the girls whom we work with; they are also the point of contact for the schools and parents and hence are critical to the success of the program. The social mobilizer will report to the Program Officer. The position will be field based; she will be responsible for a group of 90 girls as their mentor, support system and motivator. Role and Responsibilities: Program planning, implementation: Develop a thorough understanding of Room to Read's Girls Education program design, objectives and outcomes Implement program activities as per design maintaining fidelity Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessions etc Participate in program planning in consultation with Program Associate and other state level staff Regularly attend weekly and monthly workshops where weekly and monthly plans are made and reviewed Attend mandatory training of Social Mobilizers Family and Community engagement: Have a thorough understanding of social issues, safety concerns and child protection issues affecting girl participants and an awareness of available social safety net mechanisms, schemes, and referrals Organize and lead family and community meetings and consultations with school staff, parents and community members/organizations as per design Discuss life skill content and issues with them in a tactful manner (especially sensitive/taboo issues like early marriage and attending school during menstrual cycle) Seek opportunities for networking at local level and create a resource pool to be used as referrals if there is a need Facilitate visits of donors, INCO and SO team members Facilitate and support SO/INCO team members in conducting research/survey/study/data collection/baseline etc Working with girls: Conduct life skills sessions for 90 girls in batches of 2030 as per the prescribed session content and as per agreed plan Form Life Skills Clubs/Children groups and facilitate regular meetings and discussions of these groups; at least 8 meetings are to be held every year Distribute the newsletter GUPSHUP, initiate discussion around it and hold follow-up activities Help girls to develop wall magazines and write for state-level Gupshup Conduct group mentoring sessions for 90 girls in batches of 1015 girls as per prescribed content guidelines and record each session Plan out group mentoring sessions in association with the Program Associate Conduct individual mentoring sessions as needed Setting up Life Skills Centers / Gender Resource Centers: Setting up a Gender Resource Centre (GRC) for life skills in schools/community for life skills sessions Ensuring proper functioning and usage of GRC as per discussion with state GEP teams Ensure the space is clean, safe and welcoming to girls Ensure the space is well stocked with drawings/articles/expressions of children's voices; change and put up the articles/drawings/paintings on bulletin board periodically at least once a month Home visits: Mapping data as per the risk and response protocol and then making specific home visits Undertake regular school visits Handle any critical matters that may emerge from these interactions Organize/conduct programmatic activities at school and community as per mutually agreed plan Responsible for managing relationships with school, community and respond to issues that may arise Ensure high quality of home visits for effective mentoring and outreach to families Record keeping, Reporting and monitoring: Update records of attendance and parent meetings regularly Prepare and submit weekly plans during weekly reviews Timely record keeping, updating the data and sharing analysis of various parameters like attendance sheets, parents meetings, dropouts etc Fill up socio-economic profile of the girls Regular physical verification of girls on sample basis Periodic cohort risk assessment and analysis of it Flag issues of concern. Undertake risk mapping of the entire cohort Identify case studies of girls, schools/communities and best practices and gather all related data and information Maintain stock register at school/center level Provide a list of materials required for the girls to the supervisors Qualification & Experience: Bachelor's degree in education / social sciences or equivalent/ or higher Minimum experience of 2 yrs (12 years of relevant experience in the education/development sector including internships) Good verbal and written communication skills in English and Hindi Preferred: Master's degree in education / social sciences or equivalent preferred Counseling diploma and/or experience of having worked on mentoring / counseling issues Experience working on life skills/gender/adolescents Strong planning and project implementation skills Ability to work in remote area and travel to communities for meetings Ability to work effectively with schools and communities Strong written and oral communication skills Good interpersonal skills and a team player To be successful as a member of the Room to Read team, you will also: Have a passion for our mission and a strong desire to impact a dynamic non-profit organization Be innovative and creative - not afraid to try something new and inspire others to do so Have a solution-oriented approach Have a very high level of personal and professional integrity and trustworthiness Have a strong work ethic and require minimal direction Work well independently as well as part of a team Thrive in a fast-paced and fun environment Location(s) India - Madhya Pradesh To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization Be a proactive and innovative thinker who achieves results and creates positive change Have a very high level of personal and professional integrity and trustworthiness Embrace diversity and a commitment to collaboration Thrive in a fast-paced and fun environment

The Social Mobilizers are responsible for implementing the Girls Education program at the field level. They are the first point of contact for the girls whom we work with; they are also the point of contact for the schools and parents and hence are critical to the success of the program. The social mobilizer will report to the Program Officer. The position will be field based; she will be responsible for a group of 90 girls as their mentor, support system and motivator. Role and Responsibilities: Program planning, implementation: Develop a thorough understanding of Room to Read's Girls Education program design, objectives and outcomes Implement program activities as per design maintaining fidelity Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessions etc Participate in program planning in consultation with Program Associate and other state level staff Regularly attend weekly and monthly workshops where weekly and monthly plans are made and reviewed Attend mandatory training of Social Mobilizers Family and Community engagement: Have a thorough understanding of social issues, safety concerns and child protection issues affecting girl participants and an awareness of available social safety net mechanisms, schemes, and referrals Organize and lead family and community meetings and consultations with school staff, parents and community members/organizations as per design Discuss life skill content and issues with them in a tactful manner (especially sensitive/taboo issues like early marriage and attending school during menstrual cycle) Seek opportunities for networking at local level and create a resource pool to be used as referrals if there is a need Facilitate visits of donors, INCO and SO team members Facilitate and support SO/INCO team members in conducting research/survey/study/data collection/baseline etc Working with girls: Conduct life skills sessions for 90 girls in batches of 2030 as per the prescribed session content and as per agreed plan Form Life Skills Clubs/Children groups and facilitate regular meetings and discussions of these groups; at least 8 meetings are to be held every year Distribute the newsletter GUPSHUP, initiate discussion around it and hold follow-up activities Help girls to develop wall magazines and write for state-level Gupshup Conduct group mentoring sessions for 90 girls in batches of 1015 girls as per prescribed content guidelines and record each session Plan out group mentoring sessions in association with the Program Associate Conduct individual mentoring sessions as needed Setting up Life Skills Centers / Gender Resource Centers: Setting up a Gender Resource Centre (GRC) for life skills in schools/community for life skills sessions Ensuring proper functioning and usage of GRC as per discussion with state GEP teams Ensure the space is clean, safe and welcoming to girls Ensure the space is well stocked with drawings/articles/expressions of children's voices; change and put up the articles/drawings/paintings on bulletin board periodically at least once a month Home visits: Mapping data as per the risk and response protocol and then making specific home visits Undertake regular school visits Handle any critical matters that may emerge from these interactions Organize/conduct programmatic activities at school and community as per mutually agreed plan Responsible for managing relationships with school, community and respond to issues that may arise Ensure high quality of home visits for effective mentoring and outreach to families Record keeping, Reporting and monitoring: Update records of attendance and parent meetings regularly Prepare and submit weekly plans during weekly reviews Timely record keeping, updating the data and sharing analysis of various parameters like attendance sheets, parents meetings, dropouts etc Fill up socio-economic profile of the girls Regular physical verification of girls on sample basis Periodic cohort risk assessment and analysis of it Flag issues of concern. Undertake risk mapping of the entire cohort Identify case studies of girls, schools/communities and best practices and gather all related data and information Maintain stock register at school/center level Provide a list of materials required for the girls to the supervisors Qualification & Experience: Bachelor's degree in education / social sciences or equivalent/ or higher Minimum experience of 2 yrs (12 years of relevant experience in the education/development sector including internships) Good verbal and written communication skills in English and Hindi Preferred: Master's degree in education / social sciences or equivalent preferred Counseling diploma and/or experience of having worked on mentoring / counseling issues Experience working on life skills/gender/adolescents Strong planning and project implementation skills Ability to work in remote area and travel to communities for meetings Ability to work effectively with schools and communities Strong written and oral communication skills Good interpersonal skills and a team player To be successful as a member of the Room to Read team, you will also: Have a passion for our mission and a strong desire to impact a dynamic non-profit organization Be innovative and creative - not afraid to try something new and inspire others to do so Have a solution-oriented approach Have a very high level of personal and professional integrity and trustworthiness Have a strong work ethic and require minimal direction Work well independently as well as part of a team Thrive in a fast-paced and fun environment Location(s) India - Madhya Pradesh To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization Be a proactive and innovative thinker who achieves results and creates positive change Have a very high level of personal and professional integrity and trustworthiness Embrace diversity and a commitment to collaboration Thrive in a fast-paced and fun environment

The Social Mobilizers are responsible for implementing the Girls Education program at the field level. They are the first point of contact for the girls whom we work with; they are also the point of contact for the schools and parents and hence are critical to the success of the program. The social mobilizer will report to the Program Officer. The position will be field based; she will be responsible for a group of 90 girls as their mentor, support system and motivator. Role and Responsibilities: Program planning, implementation: Develop a thorough understanding of Room to Read's Girls Education program design, objectives and outcomes Implement program activities as per design maintaining fidelity Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessions etc Participate in program planning in consultation with Program Associate and other state level staff Regularly attend weekly and monthly workshops where weekly and monthly plans are made and reviewed Attend mandatory training of Social Mobilizers Family and Community engagement: Have a thorough understanding of social issues, safety concerns and child protection issues affecting girl participants and an awareness of available social safety net mechanisms, schemes, and referrals Organize and lead family and community meetings and consultations with school staff, parents and community members/organizations as per design Discuss life skill content and issues with them in a tactful manner (especially sensitive/taboo issues like early marriage and attending school during menstrual cycle) Seek opportunities for networking at local level and create a resource pool to be used as referrals if there is a need Facilitate visits of donors, INCO and SO team members Facilitate and support SO/INCO team members in conducting research/survey/study/data collection/baseline etc Working with girls: Conduct life skills sessions for 90 girls in batches of 2030 as per the prescribed session content and as per agreed plan Form Life Skills Clubs/Children groups and facilitate regular meetings and discussions of these groups; at least 8 meetings are to be held every year Distribute the newsletter GUPSHUP, initiate discussion around it and hold follow-up activities Help girls to develop wall magazines and write for state-level Gupshup Conduct group mentoring sessions for 90 girls in batches of 1015 girls as per prescribed content guidelines and record each session Plan out group mentoring sessions in association with the Program Associate Conduct individual mentoring sessions as needed Setting up Life Skills Centers / Gender Resource Centers: Setting up a Gender Resource Centre (GRC) for life skills in schools/community for life skills sessions Ensuring proper functioning and usage of GRC as per discussion with state GEP teams Ensure the space is clean, safe and welcoming to girls Ensure the space is well stocked with drawings/articles/expressions of children's voices; change and put up the articles/drawings/paintings on bulletin board periodically at least once a month Home visits: Mapping data as per the risk and response protocol and then making specific home visits Undertake regular school visits Handle any critical matters that may emerge from these interactions Organize/conduct programmatic activities at school and community as per mutually agreed plan Responsible for managing relationships with school, community and respond to issues that may arise Ensure high quality of home visits for effective mentoring and outreach to families Record keeping, Reporting and monitoring: Update records of attendance and parent meetings regularly Prepare and submit weekly plans during weekly reviews Timely record keeping, updating the data and sharing analysis of various parameters like attendance sheets, parents meetings, dropouts etc Fill up socio-economic profile of the girls Regular physical verification of girls on sample basis Periodic cohort risk assessment and analysis of it Flag issues of concern. Undertake risk mapping of the entire cohort Identify case studies of girls, schools/communities and best practices and gather all related data and information Maintain stock register at school/center level Provide a list of materials required for the girls to the supervisors Qualification & Experience: Bachelor's degree in education / social sciences or equivalent/ or higher Minimum experience of 2 yrs (12 years of relevant experience in the education/development sector including internships) Good verbal and written communication skills in English and Hindi Preferred: Master's degree in education / social sciences or equivalent preferred Counseling diploma and/or experience of having worked on mentoring / counseling issues Experience working on life skills/gender/adolescents Strong planning and project implementation skills Ability to work in remote area and travel to communities for meetings Ability to work effectively with schools and communities Strong written and oral communication skills Good interpersonal skills and a team player To be successful as a member of the Room to Read team, you will also: Have a passion for our mission and a strong desire to impact a dynamic non-profit organization Be innovative and creative - not afraid to try something new and inspire others to do so Have a solution-oriented approach Have a very high level of personal and professional integrity and trustworthiness Have a strong work ethic and require minimal direction Work well independently as well as part of a team Thrive in a fast-paced and fun environment Location(s) India - Madhya Pradesh To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization Be a proactive and innovative thinker who achieves results and creates positive change Have a very high level of personal and professional integrity and trustworthiness Embrace diversity and a commitment to collaboration Thrive in a fast-paced and fun environment

The Social Mobilizers are responsible for implementing the Girls Education program at the field level. They are the first point of contact for the girls whom we work with; they are also the point of contact for the schools and parents and hence are critical to the success of the program. The social mobilizer will report to the Program Officer. The position will be field based; she will be responsible for a group of 90 girls as their mentor, support system and motivator. Role and Responsibilities: Program planning, implementation: Develop a thorough understanding of Room to Read's Girls Education program design, objectives and outcomes Implement program activities as per design maintaining fidelity Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessions etc Participate in program planning in consultation with Program Associate and other state level staff Regularly attend weekly and monthly workshops where weekly and monthly plans are made and reviewed Attend mandatory training of Social Mobilizers Family and Community engagement: Have a thorough understanding of social issues, safety concerns and child protection issues affecting girl participants and an awareness of available social safety net mechanisms, schemes, and referrals Organize and lead family and community meetings and consultations with school staff, parents and community members/organizations as per design Discuss life skill content and issues with them in a tactful manner (especially sensitive/taboo issues like early marriage and attending school during menstrual cycle) Seek opportunities for networking at local level and create a resource pool to be used as referrals if there is a need Facilitate visits of donors, INCO and SO team members Facilitate and support SO/INCO team members in conducting research/survey/study/data collection/baseline etc Working with girls: Conduct life skills sessions for 90 girls in batches of 2030 as per the prescribed session content and as per agreed plan Form Life Skills Clubs/Children groups and facilitate regular meetings and discussions of these groups; at least 8 meetings are to be held every year Distribute the newsletter GUPSHUP, initiate discussion around it and hold follow-up activities Help girls to develop wall magazines and write for state-level Gupshup Conduct group mentoring sessions for 90 girls in batches of 1015 girls as per prescribed content guidelines and record each session Plan out group mentoring sessions in association with the Program Associate Conduct individual mentoring sessions as needed Setting up Life Skills Centers / Gender Resource Centers: Setting up a Gender Resource Centre (GRC) for life skills in schools/community for life skills sessions Ensuring proper functioning and usage of GRC as per discussion with state GEP teams Ensure the space is clean, safe and welcoming to girls Ensure the space is well stocked with drawings/articles/expressions of children's voices; change and put up the articles/drawings/paintings on bulletin board periodically at least once a month Home visits: Mapping data as per the risk and response protocol and then making specific home visits Undertake regular school visits Handle any critical matters that may emerge from these interactions Organize/conduct programmatic activities at school and community as per mutually agreed plan Responsible for managing relationships with school, community and respond to issues that may arise Ensure high quality of home visits for effective mentoring and outreach to families Record keeping, Reporting and monitoring: Update records of attendance and parent meetings regularly Prepare and submit weekly plans during weekly reviews Timely record keeping, updating the data and sharing analysis of various parameters like attendance sheets, parents meetings, dropouts etc Fill up socio-economic profile of the girls Regular physical verification of girls on sample basis Periodic cohort risk assessment and analysis of it Flag issues of concern. Undertake risk mapping of the entire cohort Identify case studies of girls, schools/communities and best practices and gather all related data and information Maintain stock register at school/center level Provide a list of materials required for the girls to the supervisors Qualification & Experience: Bachelor's degree in education / social sciences or equivalent/ or higher Minimum experience of 2 yrs (12 years of relevant experience in the education/development sector including internships) Good verbal and written communication skills in English and Hindi Preferred: Master's degree in education / social sciences or equivalent preferred Counseling diploma and/or experience of having worked on mentoring / counseling issues Experience working on life skills/gender/adolescents Strong planning and project implementation skills Ability to work in remote area and travel to communities for meetings Ability to work effectively with schools and communities Strong written and oral communication skills Good interpersonal skills and a team player To be successful as a member of the Room to Read team, you will also: Have a passion for our mission and a strong desire to impact a dynamic non-profit organization Be innovative and creative - not afraid to try something new and inspire others to do so Have a solution-oriented approach Have a very high level of personal and professional integrity and trustworthiness Have a strong work ethic and require minimal direction Work well independently as well as part of a team Thrive in a fast-paced and fun environment Location(s) India - Madhya Pradesh To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization Be a proactive and innovative thinker who achieves results and creates positive change Have a very high level of personal and professional integrity and trustworthiness Embrace diversity and a commitment to collaboration Thrive in a fast-paced and fun environment

The Library Coach (LBC) will be responsible for supporting and coaching teachers, librarians, and principals to adopt new ways of working with children to increase their habit of reading and for setting up and ensuring a highly functioning library. They will report to the Sr. Literacy Program Operations Officer/Literacy Program Operations Officer/Literacy Program Operations Associate and will not have any direct reports. This position is based at a project location (Thane District, Mira Road). Roles & Responsibilities: Program Understanding and Support: Develop a thorough understanding of Room to Read's Literacy program design. Manage, monitor, and support library program intervention across assigned project schools and ensure adherence to the program design. Provide support and conduct teacher training. Write monthly reports to supervisor on program implementation. Provide reflective feedback on program design and implementation (especially with respect to progress towards outcomes) and demonstrate a solution-oriented approach. School Visits and Library Setup: Undertake school visits every day, except for days when on official travel and leave. Support the initial setup of the library, including site verification (if necessary), organizing community meetings, raising requisition, and coordinating delivery of furniture, books, and stationery. Collaborate with the school to support minor improvements to the library space (e.g., painting). Training and Implementation: Participate in regular teacher and librarian training (both center-based and school-based) related to the Literacy program implementation. Regularly observe and model good library management practices and systems to designated librarian (i.e., book leveling, reading activities, check-out system, etc.). Regularly observe, demonstrate, and coach teachers and librarians in the implementation of the library period and reading activities. Family & Community Engagement (FCE): Support and participate in Family & Community Engagement (FCE) activities like literacy events, parent meetings, and other community activities. Coordinate the formation and training of Child Management Committees. Monitoring, Data Collection, and Reporting: Regularly provide the principal/headmaster with an update on progress and coach them on ways to support teachers and ensure longer-term sustainability of literacy outcomes within the school. Collect monitoring data (both regular and periodic, as required), ensuring high data quality. Analyze school-level data and information on a regular basis collected during regular school visits, identify corrective action to be taken, and build it into school-level planning. Ensure effective usage of Home as a Learning Space material through home visits and community visits. Conduct Library reading camps in school holidays at school level and community level. Attend review meetings at block/district/state/national level, as required, and complete all programmatic and financial reports on a timely manner. Support donor visits through project demonstration and presentation. Document best practices and lessons learned and share with the Literacy Program team. Other Responsibilities: Report to the Literacy Program Operations Officer/Associate. Participate in any other activities which may be required to be undertaken to fulfill the objectives of the organization. Qualifications & Experience: Required: Bachelor's degree in education / social sciences or equivalent. Minimum 3 years of relevant experience, especially in development projects. Teaching experience at the primary level preferred. Knowledge about education in general and language development/literacy in particular. Strong written and oral communication skills. Good interpersonal skills and a team player. Basic project management and analytical skills. To be successful as a member of the Room to Read team, you will also: Have a passion for our mission and a strong desire to impact a dynamic non-profit organization. Be an innovative and creative thinker not afraid to try something new and inspire others to do so. Have a solution-oriented approach. Have a very high level of personal and professional integrity and trustworthiness. Have a strong work ethic and require minimal direction. Work well independently as well as part of a team. Thrive in a fast-paced and fun environment.

The Library Coach (LBC) will be responsible for supporting and coaching teachers, librarians, and principals to adopt new ways of working with children to increase their habit of reading and for setting up and ensuring a highly functioning library. They will report to the Sr. Literacy Program Operations Officer/Literacy Program Operations Officer/Literacy Program Operations Associate and will not have any direct reports. This position is based at a project location (Thane District, Mira Road). Roles & Responsibilities: Program Understanding and Support: Develop a thorough understanding of Room to Read's Literacy program design. Manage, monitor, and support library program intervention across assigned project schools and ensure adherence to the program design. Provide support and conduct teacher training. Write monthly reports to supervisor on program implementation. Provide reflective feedback on program design and implementation (especially with respect to progress towards outcomes) and demonstrate a solution-oriented approach. School Visits and Library Setup: Undertake school visits every day, except for days when on official travel and leave. Support the initial setup of the library, including site verification (if necessary), organizing community meetings, raising requisition, and coordinating delivery of furniture, books, and stationery. Collaborate with the school to support minor improvements to the library space (e.g., painting). Training and Implementation: Participate in regular teacher and librarian training (both center-based and school-based) related to the Literacy program implementation. Regularly observe and model good library management practices and systems to designated librarian (i.e., book leveling, reading activities, check-out system, etc.). Regularly observe, demonstrate, and coach teachers and librarians in the implementation of the library period and reading activities. Family & Community Engagement (FCE): Support and participate in Family & Community Engagement (FCE) activities like literacy events, parent meetings, and other community activities. Coordinate the formation and training of Child Management Committees. Monitoring, Data Collection, and Reporting: Regularly provide the principal/headmaster with an update on progress and coach them on ways to support teachers and ensure longer-term sustainability of literacy outcomes within the school. Collect monitoring data (both regular and periodic, as required), ensuring high data quality. Analyze school-level data and information on a regular basis collected during regular school visits, identify corrective action to be taken, and build it into school-level planning. Ensure effective usage of Home as a Learning Space material through home visits and community visits. Conduct Library reading camps in school holidays at school level and community level. Attend review meetings at block/district/state/national level, as required, and complete all programmatic and financial reports on a timely manner. Support donor visits through project demonstration and presentation. Document best practices and lessons learned and share with the Literacy Program team. Other Responsibilities: Report to the Literacy Program Operations Officer/Associate. Participate in any other activities which may be required to be undertaken to fulfill the objectives of the organization. Qualifications & Experience: Required: Bachelor's degree in education / social sciences or equivalent. Minimum 3 years of relevant experience, especially in development projects. Teaching experience at the primary level preferred. Knowledge about education in general and language development/literacy in particular. Strong written and oral communication skills. Good interpersonal skills and a team player. Basic project management and analytical skills. To be successful as a member of the Room to Read team, you will also: Have a passion for our mission and a strong desire to impact a dynamic non-profit organization. Be an innovative and creative thinker not afraid to try something new and inspire others to do so. Have a solution-oriented approach. Have a very high level of personal and professional integrity and trustworthiness. Have a strong work ethic and require minimal direction. Work well independently as well as part of a team. Thrive in a fast-paced and fun environment.

The Library Coach (LBC) will be responsible for supporting and coaching teachers, librarians, and principals to adopt new ways of working with children to increase their habit of reading and for setting up and ensuring a highly functioning library. They will report to the Sr. Literacy Program Operations Officer/Literacy Program Operations Officer/Literacy Program Operations Associate and will not have any direct reports. This position is based at a project location (Thane District, Mira Road). Roles & Responsibilities: Program Understanding and Support: Develop a thorough understanding of Room to Read's Literacy program design. Manage, monitor, and support library program intervention across assigned project schools and ensure adherence to the program design. Provide support and conduct teacher training. Write monthly reports to supervisor on program implementation. Provide reflective feedback on program design and implementation (especially with respect to progress towards outcomes) and demonstrate a solution-oriented approach. School Visits and Library Setup: Undertake school visits every day, except for days when on official travel and leave. Support the initial setup of the library, including site verification (if necessary), organizing community meetings, raising requisition, and coordinating delivery of furniture, books, and stationery. Collaborate with the school to support minor improvements to the library space (e.g., painting). Training and Implementation: Participate in regular teacher and librarian training (both center-based and school-based) related to the Literacy program implementation. Regularly observe and model good library management practices and systems to designated librarian (i.e., book leveling, reading activities, check-out system, etc.). Regularly observe, demonstrate, and coach teachers and librarians in the implementation of the library period and reading activities. Family & Community Engagement (FCE): Support and participate in Family & Community Engagement (FCE) activities like literacy events, parent meetings, and other community activities. Coordinate the formation and training of Child Management Committees. Monitoring, Data Collection, and Reporting: Regularly provide the principal/headmaster with an update on progress and coach them on ways to support teachers and ensure longer-term sustainability of literacy outcomes within the school. Collect monitoring data (both regular and periodic, as required), ensuring high data quality. Analyze school-level data and information on a regular basis collected during regular school visits, identify corrective action to be taken, and build it into school-level planning. Ensure effective usage of Home as a Learning Space material through home visits and community visits. Conduct Library reading camps in school holidays at school level and community level. Attend review meetings at block/district/state/national level, as required, and complete all programmatic and financial reports on a timely manner. Support donor visits through project demonstration and presentation. Document best practices and lessons learned and share with the Literacy Program team. Other Responsibilities: Report to the Literacy Program Operations Officer/Associate. Participate in any other activities which may be required to be undertaken to fulfill the objectives of the organization. Qualifications & Experience: Required: Bachelor's degree in education / social sciences or equivalent. Minimum 3 years of relevant experience, especially in development projects. Teaching experience at the primary level preferred. Knowledge about education in general and language development/literacy in particular. Strong written and oral communication skills. Good interpersonal skills and a team player. Basic project management and analytical skills. To be successful as a member of the Room to Read team, you will also: Have a passion for our mission and a strong desire to impact a dynamic non-profit organization. Be an innovative and creative thinker not afraid to try something new and inspire others to do so. Have a solution-oriented approach. Have a very high level of personal and professional integrity and trustworthiness. Have a strong work ethic and require minimal direction. Work well independently as well as part of a team. Thrive in a fast-paced and fun environment.

The Library Coach (LBC) will be responsible for supporting and coaching teachers, librarians, and principals to adopt new ways of working with children to increase their habit of reading and for setting up and ensuring a highly functioning library. They will report to the Sr. Literacy Program Operations Officer/Literacy Program Operations Officer/Literacy Program Operations Associate and will not have any direct reports. This position is based at a project location (Thane District, Mira Road). Roles & Responsibilities: Program Understanding and Support: Develop a thorough understanding of Room to Read's Literacy program design. Manage, monitor, and support library program intervention across assigned project schools and ensure adherence to the program design. Provide support and conduct teacher training. Write monthly reports to supervisor on program implementation. Provide reflective feedback on program design and implementation (especially with respect to progress towards outcomes) and demonstrate a solution-oriented approach. School Visits and Library Setup: Undertake school visits every day, except for days when on official travel and leave. Support the initial setup of the library, including site verification (if necessary), organizing community meetings, raising requisition, and coordinating delivery of furniture, books, and stationery. Collaborate with the school to support minor improvements to the library space (e.g., painting). Training and Implementation: Participate in regular teacher and librarian training (both center-based and school-based) related to the Literacy program implementation. Regularly observe and model good library management practices and systems to designated librarian (i.e., book leveling, reading activities, check-out system, etc.). Regularly observe, demonstrate, and coach teachers and librarians in the implementation of the library period and reading activities. Family & Community Engagement (FCE): Support and participate in Family & Community Engagement (FCE) activities like literacy events, parent meetings, and other community activities. Coordinate the formation and training of Child Management Committees. Monitoring, Data Collection, and Reporting: Regularly provide the principal/headmaster with an update on progress and coach them on ways to support teachers and ensure longer-term sustainability of literacy outcomes within the school. Collect monitoring data (both regular and periodic, as required), ensuring high data quality. Analyze school-level data and information on a regular basis collected during regular school visits, identify corrective action to be taken, and build it into school-level planning. Ensure effective usage of Home as a Learning Space material through home visits and community visits. Conduct Library reading camps in school holidays at school level and community level. Attend review meetings at block/district/state/national level, as required, and complete all programmatic and financial reports on a timely manner. Support donor visits through project demonstration and presentation. Document best practices and lessons learned and share with the Literacy Program team. Other Responsibilities: Report to the Literacy Program Operations Officer/Associate. Participate in any other activities which may be required to be undertaken to fulfill the objectives of the organization. Qualifications & Experience: Required: Bachelor's degree in education / social sciences or equivalent. Minimum 3 years of relevant experience, especially in development projects. Teaching experience at the primary level preferred. Knowledge about education in general and language development/literacy in particular. Strong written and oral communication skills. Good interpersonal skills and a team player. Basic project management and analytical skills. To be successful as a member of the Room to Read team, you will also: Have a passion for our mission and a strong desire to impact a dynamic non-profit organization. Be an innovative and creative thinker not afraid to try something new and inspire others to do so. Have a solution-oriented approach. Have a very high level of personal and professional integrity and trustworthiness. Have a strong work ethic and require minimal direction. Work well independently as well as part of a team. Thrive in a fast-paced and fun environment.

The Library Coach (LBC) will be responsible for supporting and coaching teachers, librarians, and principals to adopt new ways of working with children to increase their habit of reading and for setting up and ensuring a highly functioning library. They will report to the Sr. Literacy Program Operations Officer/Literacy Program Operations Officer/Literacy Program Operations Associate and will not have any direct reports. This position is based at a project location (Thane District, Mira Road). Roles & Responsibilities: Program Understanding and Support: Develop a thorough understanding of Room to Read's Literacy program design. Manage, monitor, and support library program intervention across assigned project schools and ensure adherence to the program design. Provide support and conduct teacher training. Write monthly reports to supervisor on program implementation. Provide reflective feedback on program design and implementation (especially with respect to progress towards outcomes) and demonstrate a solution-oriented approach. School Visits and Library Setup: Undertake school visits every day, except for days when on official travel and leave. Support the initial setup of the library, including site verification (if necessary), organizing community meetings, raising requisition, and coordinating delivery of furniture, books, and stationery. Collaborate with the school to support minor improvements to the library space (e.g., painting). Training and Implementation: Participate in regular teacher and librarian training (both center-based and school-based) related to the Literacy program implementation. Regularly observe and model good library management practices and systems to designated librarian (i.e., book leveling, reading activities, check-out system, etc.). Regularly observe, demonstrate, and coach teachers and librarians in the implementation of the library period and reading activities. Family & Community Engagement (FCE): Support and participate in Family & Community Engagement (FCE) activities like literacy events, parent meetings, and other community activities. Coordinate the formation and training of Child Management Committees. Monitoring, Data Collection, and Reporting: Regularly provide the principal/headmaster with an update on progress and coach them on ways to support teachers and ensure longer-term sustainability of literacy outcomes within the school. Collect monitoring data (both regular and periodic, as required), ensuring high data quality. Analyze school-level data and information on a regular basis collected during regular school visits, identify corrective action to be taken, and build it into school-level planning. Ensure effective usage of Home as a Learning Space material through home visits and community visits. Conduct Library reading camps in school holidays at school level and community level. Attend review meetings at block/district/state/national level, as required, and complete all programmatic and financial reports on a timely manner. Support donor visits through project demonstration and presentation. Document best practices and lessons learned and share with the Literacy Program team. Other Responsibilities: Report to the Literacy Program Operations Officer/Associate. Participate in any other activities which may be required to be undertaken to fulfill the objectives of the organization. Qualifications & Experience: Required: Bachelor's degree in education / social sciences or equivalent. Minimum 3 years of relevant experience, especially in development projects. Teaching experience at the primary level preferred. Knowledge about education in general and language development/literacy in particular. Strong written and oral communication skills. Good interpersonal skills and a team player. Basic project management and analytical skills. To be successful as a member of the Room to Read team, you will also: Have a passion for our mission and a strong desire to impact a dynamic non-profit organization. Be an innovative and creative thinker not afraid to try something new and inspire others to do so. Have a solution-oriented approach. Have a very high level of personal and professional integrity and trustworthiness. Have a strong work ethic and require minimal direction. Work well independently as well as part of a team. Thrive in a fast-paced and fun environment.

The Library Coach (LBC) will be responsible for supporting and coaching teachers, librarians, and principals to adopt new ways of working with children to increase their habit of reading and for setting up and ensuring a highly functioning library. They will report to the Sr. Literacy Program Operations Officer/Literacy Program Operations Officer/Literacy Program Operations Associate and will not have any direct reports. This position is based at a project location (Thane District, Mira Road). Roles & Responsibilities: Program Understanding and Support: Develop a thorough understanding of Room to Read's Literacy program design. Manage, monitor, and support library program intervention across assigned project schools and ensure adherence to the program design. Provide support and conduct teacher training. Write monthly reports to supervisor on program implementation. Provide reflective feedback on program design and implementation (especially with respect to progress towards outcomes) and demonstrate a solution-oriented approach. School Visits and Library Setup: Undertake school visits every day, except for days when on official travel and leave. Support the initial setup of the library, including site verification (if necessary), organizing community meetings, raising requisition, and coordinating delivery of furniture, books, and stationery. Collaborate with the school to support minor improvements to the library space (e.g., painting). Training and Implementation: Participate in regular teacher and librarian training (both center-based and school-based) related to the Literacy program implementation. Regularly observe and model good library management practices and systems to designated librarian (i.e., book leveling, reading activities, check-out system, etc.). Regularly observe, demonstrate, and coach teachers and librarians in the implementation of the library period and reading activities. Family & Community Engagement (FCE): Support and participate in Family & Community Engagement (FCE) activities like literacy events, parent meetings, and other community activities. Coordinate the formation and training of Child Management Committees. Monitoring, Data Collection, and Reporting: Regularly provide the principal/headmaster with an update on progress and coach them on ways to support teachers and ensure longer-term sustainability of literacy outcomes within the school. Collect monitoring data (both regular and periodic, as required), ensuring high data quality. Analyze school-level data and information on a regular basis collected during regular school visits, identify corrective action to be taken, and build it into school-level planning. Ensure effective usage of Home as a Learning Space material through home visits and community visits. Conduct Library reading camps in school holidays at school level and community level. Attend review meetings at block/district/state/national level, as required, and complete all programmatic and financial reports on a timely manner. Support donor visits through project demonstration and presentation. Document best practices and lessons learned and share with the Literacy Program team. Other Responsibilities: Report to the Literacy Program Operations Officer/Associate. Participate in any other activities which may be required to be undertaken to fulfill the objectives of the organization. Qualifications & Experience: Required: Bachelor's degree in education / social sciences or equivalent. Minimum 3 years of relevant experience, especially in development projects. Teaching experience at the primary level preferred. Knowledge about education in general and language development/literacy in particular. Strong written and oral communication skills. Good interpersonal skills and a team player. Basic project management and analytical skills. To be successful as a member of the Room to Read team, you will also: Have a passion for our mission and a strong desire to impact a dynamic non-profit organization. Be an innovative and creative thinker not afraid to try something new and inspire others to do so. Have a solution-oriented approach. Have a very high level of personal and professional integrity and trustworthiness. Have a strong work ethic and require minimal direction. Work well independently as well as part of a team. Thrive in a fast-paced and fun environment.

The Literacy Facilitator (LF) will be responsible for supporting and coaching teachers, librarians, and principals in the literacy program schools to help them adopt to new ways of working with children that increase the children's literacy skills and habit of reading. They will report to the Literacy Program Officer/Associate and will not have any direct reports. This position is based at project location (District/Block/Mandal/Cluster). Roles & Responsibilities: Program Understanding: Develop a thorough understanding of Room to Read's Literacy program design. Support literacy program intervention across assigned project schools and ensure adherence to the program design. Provide reflective feedback on program design and implementation (especially with respect to progress towards outcomes) and demonstrate a solution-oriented approach. Serve as a technical resource to the schools in the area of language development, literacy skills and reading. School Visits: Undertake school visits with government resource person at cluster levels every day, except for days when on official travel and leave. Regularly observe, demonstrate and coach Grade 1 and 2 teachers in delivering the instructional component of the Literacy Program. Conduct informal assessment of at least 5 children during every school visit and discuss with teachers and share report to supervisors. Regularly observe, demonstrate and coach teachers and librarians in the implementation of the model library period, reading activities and library management practices. Support teachers in conducting ongoing student tracking assessments and plan corrective action. Regularly collect data related to program quality. Supports school librarian in the initial set up of the library, including book delivery, levelling and classification system, check-out system, setting up furniture, and creating a library period time-table. Regularly provide the principals/Headmasters an update on progress and coach them on ways to support teachers and ensure longer term sustainability of literacy outcomes within the school. Participate in school level teacher meeting, literacy events, parent meeting and other community activities. Training, Workshop and Meeting: Participate and facilitate in regular teacher and librarian trainings (both center based and school based) related to the Literacy program (Instruction, library activities and management). Participate in development of materials, training modules and other technical resources as required. Attend professional development training and workshops at block/district/state/national level, as required. Attend review meetings at block/district/state within RtR and with government stakeholder, as required, and complete all programmatic reports on a timely manner. Participate in monthly review meetings with CRCs at school level. Planning, Reporting and Documentation: Tracks and reports library monitoring data to ensure timely and accurate reporting to stakeholders. Conducts ongoing planning, documentation, and reporting. Write monthly reports to supervisor including progress data of CICO and status of student reading skill, in a template provided by RtR. Documents best practices and lessons learned and shares with the Literacy program team. Collaborates with Principal, and community to develop sustainability plan for managing literacy program components and acquiring resources (instruction materials, stationery and new books) after Room to Read's support ends. Reports to the Literacy Program Officer/Associate. Supports in donor visits, and in any other activities which may be required to be undertaken to fulfill the objectives of the organization. Compile and analyze ongoing reading skill assessments data conducted by school and plan school wise corrective action in discussion with supervisors. Qualifications: Required: Bachelor Degree in education / social sciences or equivalent. Minimum 23 years of relevant experience in development projects, preferably in education. Teaching experience at primary level preferred. Strong knowledge about education in general and language and reading practices and approaches in particular. Strong written and oral communication skills. Good interpersonal skills and a team player. Critical thinking and analytical skills. Room to Read is a child-safe organization. Location(s): India - Chhattisgarh To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization Be a proactive and innovative thinker who achieves results and creates positive change Have a very high level of personal and professional integrity and trustworthiness Embrace diversity and a commitment to collaboration Thrive in a fast-paced and fun environment

The Literacy Facilitator (LF) will be responsible for supporting and coaching teachers, librarians, and principals in the literacy program schools to help them adopt to new ways of working with children that increase the children's literacy skills and habit of reading. They will report to the Literacy Program Officer/Associate and will not have any direct reports. This position is based at project location (District/Block/Mandal/Cluster). Roles & Responsibilities: Program Understanding: Develop a thorough understanding of Room to Read's Literacy program design. Support literacy program intervention across assigned project schools and ensure adherence to the program design. Provide reflective feedback on program design and implementation (especially with respect to progress towards outcomes) and demonstrate a solution-oriented approach. Serve as a technical resource to the schools in the area of language development, literacy skills and reading. School Visits: Undertake school visits with government resource person at cluster levels every day, except for days when on official travel and leave. Regularly observe, demonstrate and coach Grade 1 and 2 teachers in delivering the instructional component of the Literacy Program. Conduct informal assessment of at least 5 children during every school visit and discuss with teachers and share report to supervisors. Regularly observe, demonstrate and coach teachers and librarians in the implementation of the model library period, reading activities and library management practices. Support teachers in conducting ongoing student tracking assessments and plan corrective action. Regularly collect data related to program quality. Supports school librarian in the initial set up of the library, including book delivery, levelling and classification system, check-out system, setting up furniture, and creating a library period time-table. Regularly provide the principals/Headmasters an update on progress and coach them on ways to support teachers and ensure longer term sustainability of literacy outcomes within the school. Participate in school level teacher meeting, literacy events, parent meeting and other community activities. Training, Workshop and Meeting: Participate and facilitate in regular teacher and librarian trainings (both center based and school based) related to the Literacy program (Instruction, library activities and management). Participate in development of materials, training modules and other technical resources as required. Attend professional development training and workshops at block/district/state/national level, as required. Attend review meetings at block/district/state within RtR and with government stakeholder, as required, and complete all programmatic reports on a timely manner. Participate in monthly review meetings with CRCs at school level. Planning, Reporting and Documentation: Tracks and reports library monitoring data to ensure timely and accurate reporting to stakeholders. Conducts ongoing planning, documentation, and reporting. Write monthly reports to supervisor including progress data of CICO and status of student reading skill, in a template provided by RtR. Documents best practices and lessons learned and shares with the Literacy program team. Collaborates with Principal, and community to develop sustainability plan for managing literacy program components and acquiring resources (instruction materials, stationery and new books) after Room to Read's support ends. Reports to the Literacy Program Officer/Associate. Supports in donor visits, and in any other activities which may be required to be undertaken to fulfill the objectives of the organization. Compile and analyze ongoing reading skill assessments data conducted by school and plan school wise corrective action in discussion with supervisors. Qualifications: Required: Bachelor Degree in education / social sciences or equivalent. Minimum 23 years of relevant experience in development projects, preferably in education. Teaching experience at primary level preferred. Strong knowledge about education in general and language and reading practices and approaches in particular. Strong written and oral communication skills. Good interpersonal skills and a team player. Critical thinking and analytical skills. Room to Read is a child-safe organization. Location(s): India - Chhattisgarh To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization Be a proactive and innovative thinker who achieves results and creates positive change Have a very high level of personal and professional integrity and trustworthiness Embrace diversity and a commitment to collaboration Thrive in a fast-paced and fun environment

The District Lead will oversee the program implementation and lead the agenda of system strengthening at district. They would serve as the main point of contact for the school and local government officials and coordinate the work of other RtR staff in the district. The District Lead will report to the State Manager and will have Program Associates reporting. This position will involve frequent travel to field locations as well as regular interaction with education officials, school administrators, teachers and students. Roles & Responsibilities: Programme Planning, Management & Implementation: Develop a thorough understanding of Room to Read's Literacy program design. Oversee the implementation of the programs in the project location, ensuring timely, efficient and well-coordinated implementation, adhering to the program and budget guidelines. Manage relationships with school, community and government counterparts in the project location and respond to issues that may arise in these relationships. Ensure that all program schools receive books, materials and furniture at the appropriate time. Ensure that all teacher training and capacity building activities are held as per plan and program guidelines, including the receipt of necessary approvals. Overall lead trainings organized for resource persons, CRPs and RtR field staff under the project. Ensure implementation of the training of teachers by Resource person. Also, play role of key facilitator for these trainings. Ensure effective utilization of program budget through proper planning and tracking of planned activities. Ensure that financial and procurement norms are adhered to and efforts are made to reduce cost to the extent possible, without compromising on the quality. Prepare cash advance, settlement, and reimbursement for program activities. Assist to prepare annual plan of action and budget for the program. Support the State Manager in strategic planning and advocacy, including sustainability planning and future expansion decisions. Participate actively on social media in all RtR campaigns. Supervise and ensure proper implementation of community engagement plans. Participate in any other activities which may be required to be undertaken to fulfil the objectives of the organization. Technical Expertise & System Strengthening: Stay updated regarding the changing trends and any new state level policies, programmes or interventions in foundational literacy and reading, as announced by the government. Engage in discussions with the country team regarding future opportunities. Attend all district level government meetings, discussions and committees on early literacy and use those forums to advocate for enabling policies and government orders in support of RtR literacy program. Represent Room to Read in district level and also state level forums and advocate the importance of reading and need for libraries for children. Regularly interact with the Government officials and ensure systemic integration of the programme for sustainability. Attend review meetings at the national level and provide reflective feedback on program implementation and design issues. At the same time act as the conduit for transferring innovative ideas and practices from the national level (or from other states) on to the field. Read and update oneself regarding the current national/international research in the field Provide technical oversight to CRP, BEO, DIET and district level officials and support them in their coaching and communication with government teachers and schools. Identify gaps in their capabilities and plan for their capacity building in discussion with the team. Participate in workshops on material development, training module development and training of trainers Monitoring, Supervision & Reporting: Provide technical oversight to the program associates and support them in their coaching and communication with government officials and schools. Identify gaps in their capabilities and plan for their capacity building in discussion with the IDTS unit. Analyze various data and information emanating from the field, develop programmatic co-relations and flag off issues for larger discussion. Ensure that program schools are monitored as per guidelines and the field staff perform their job effectively Supervise and ensure all data entry and compilation on monthly, quarterly and yearly basis, including GSD data. Maintain high level of data quality Assist in preparing all programmatic and financial reports as required, including donor reports. Analyze various data and information emanating from the field, develop programmatic co-relations and flag off issues for larger discussion. Organize and lead review meetings at field level Track progress of implementation and expenditures through regular review meetings and field visits; flag off deviations and delays at the earliest Manage Program Associates, including their performance evaluation, capacity building and coaching. Make regular visits to program schools alone and with key government officials from block/district/state level, observe reading practices, Library Management, library activities, speak to teachers and headmasters and supervise the functioning of the block level RtR staff. Qualifications: Required: Bachelor's Degree in education / social sciences or equivalent Master's degree in education / social sciences or equivalent preferred Minimum 58 years of relevant experience in the education sector In-depth knowledge about language and reading practices and approaches Strong written and oral communication skills Critical thinking and analytical skills Good interpersonal skills and a team player Proven track record of achieving results Proven ability to work effectively with schools and communities Ability to travel regularly to project sites in remote locations Good written and verbal communication in Hindi and English Preferred: Prior success working closely and building relationships with diverse groups of people 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 Ability to juggle multiple priorities simultaneously and take initiative Prior experience living and/or working in rural areas Prior experience working with schools, teachers, administrators and government officials Experience in successful implementation of a wide range of tasks as well as developing and implementing improvements in a prior position

The District Lead will oversee the program implementation and lead the agenda of system strengthening at district. They would serve as the main point of contact for the school and local government officials and coordinate the work of other RtR staff in the district. The District Lead will report to the State Manager and will have Program Associates reporting. This position will involve frequent travel to field locations as well as regular interaction with education officials, school administrators, teachers and students. Roles & Responsibilities: Programme Planning, Management & Implementation: Develop a thorough understanding of Room to Read's Literacy program design. Oversee the implementation of the programs in the project location, ensuring timely, efficient and well-coordinated implementation, adhering to the program and budget guidelines. Manage relationships with school, community and government counterparts in the project location and respond to issues that may arise in these relationships. Ensure that all program schools receive books, materials and furniture at the appropriate time. Ensure that all teacher training and capacity building activities are held as per plan and program guidelines, including the receipt of necessary approvals. Overall lead trainings organized for resource persons, CRPs and RtR field staff under the project. Ensure implementation of the training of teachers by Resource person. Also, play role of key facilitator for these trainings. Ensure effective utilization of program budget through proper planning and tracking of planned activities. Ensure that financial and procurement norms are adhered to and efforts are made to reduce cost to the extent possible, without compromising on the quality. Prepare cash advance, settlement, and reimbursement for program activities. Assist to prepare annual plan of action and budget for the program. Support the State Manager in strategic planning and advocacy, including sustainability planning and future expansion decisions. Participate actively on social media in all RtR campaigns. Supervise and ensure proper implementation of community engagement plans. Participate in any other activities which may be required to be undertaken to fulfil the objectives of the organization. Technical Expertise & System Strengthening: Stay updated regarding the changing trends and any new state level policies, programmes or interventions in foundational literacy and reading, as announced by the government. Engage in discussions with the country team regarding future opportunities. Attend all district level government meetings, discussions and committees on early literacy and use those forums to advocate for enabling policies and government orders in support of RtR literacy program. Represent Room to Read in district level and also state level forums and advocate the importance of reading and need for libraries for children. Regularly interact with the Government officials and ensure systemic integration of the programme for sustainability. Attend review meetings at the national level and provide reflective feedback on program implementation and design issues. At the same time act as the conduit for transferring innovative ideas and practices from the national level (or from other states) on to the field. Read and update oneself regarding the current national/international research in the field Provide technical oversight to CRP, BEO, DIET and district level officials and support them in their coaching and communication with government teachers and schools. Identify gaps in their capabilities and plan for their capacity building in discussion with the team. Participate in workshops on material development, training module development and training of trainers Monitoring, Supervision & Reporting: Provide technical oversight to the program associates and support them in their coaching and communication with government officials and schools. Identify gaps in their capabilities and plan for their capacity building in discussion with the IDTS unit. Analyze various data and information emanating from the field, develop programmatic co-relations and flag off issues for larger discussion. Ensure that program schools are monitored as per guidelines and the field staff perform their job effectively Supervise and ensure all data entry and compilation on monthly, quarterly and yearly basis, including GSD data. Maintain high level of data quality Assist in preparing all programmatic and financial reports as required, including donor reports. Analyze various data and information emanating from the field, develop programmatic co-relations and flag off issues for larger discussion. Organize and lead review meetings at field level Track progress of implementation and expenditures through regular review meetings and field visits; flag off deviations and delays at the earliest Manage Program Associates, including their performance evaluation, capacity building and coaching. Make regular visits to program schools alone and with key government officials from block/district/state level, observe reading practices, Library Management, library activities, speak to teachers and headmasters and supervise the functioning of the block level RtR staff. Qualifications: Required: Bachelor's Degree in education / social sciences or equivalent Master's degree in education / social sciences or equivalent preferred Minimum 58 years of relevant experience in the education sector In-depth knowledge about language and reading practices and approaches Strong written and oral communication skills Critical thinking and analytical skills Good interpersonal skills and a team player Proven track record of achieving results Proven ability to work effectively with schools and communities Ability to travel regularly to project sites in remote locations Good written and verbal communication in Hindi and English Preferred: Prior success working closely and building relationships with diverse groups of people 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 Ability to juggle multiple priorities simultaneously and take initiative Prior experience living and/or working in rural areas Prior experience working with schools, teachers, administrators and government officials Experience in successful implementation of a wide range of tasks as well as developing and implementing improvements in a prior position

The District Lead will oversee the program implementation and lead the agenda of system strengthening at district. They would serve as the main point of contact for the school and local government officials and coordinate the work of other RtR staff in the district. The District Lead will report to the State Manager and will have Program Associates reporting. This position will involve frequent travel to field locations as well as regular interaction with education officials, school administrators, teachers and students. Roles & Responsibilities: Programme Planning, Management & Implementation: Develop a thorough understanding of Room to Read's Literacy program design. Oversee the implementation of the programs in the project location, ensuring timely, efficient and well-coordinated implementation, adhering to the program and budget guidelines. Manage relationships with school, community and government counterparts in the project location and respond to issues that may arise in these relationships. Ensure that all program schools receive books, materials and furniture at the appropriate time. Ensure that all teacher training and capacity building activities are held as per plan and program guidelines, including the receipt of necessary approvals. Overall lead trainings organized for resource persons, CRPs and RtR field staff under the project. Ensure implementation of the training of teachers by Resource person. Also, play role of key facilitator for these trainings. Ensure effective utilization of program budget through proper planning and tracking of planned activities. Ensure that financial and procurement norms are adhered to and efforts are made to reduce cost to the extent possible, without compromising on the quality. Prepare cash advance, settlement, and reimbursement for program activities. Assist to prepare annual plan of action and budget for the program. Support the State Manager in strategic planning and advocacy, including sustainability planning and future expansion decisions. Participate actively on social media in all RtR campaigns. Supervise and ensure proper implementation of community engagement plans. Participate in any other activities which may be required to be undertaken to fulfil the objectives of the organization. Technical Expertise & System Strengthening: Stay updated regarding the changing trends and any new state level policies, programmes or interventions in foundational literacy and reading, as announced by the government. Engage in discussions with the country team regarding future opportunities. Attend all district level government meetings, discussions and committees on early literacy and use those forums to advocate for enabling policies and government orders in support of RtR literacy program. Represent Room to Read in district level and also state level forums and advocate the importance of reading and need for libraries for children. Regularly interact with the Government officials and ensure systemic integration of the programme for sustainability. Attend review meetings at the national level and provide reflective feedback on program implementation and design issues. At the same time act as the conduit for transferring innovative ideas and practices from the national level (or from other states) on to the field. Read and update oneself regarding the current national/international research in the field Provide technical oversight to CRP, BEO, DIET and district level officials and support them in their coaching and communication with government teachers and schools. Identify gaps in their capabilities and plan for their capacity building in discussion with the team. Participate in workshops on material development, training module development and training of trainers Monitoring, Supervision & Reporting: Provide technical oversight to the program associates and support them in their coaching and communication with government officials and schools. Identify gaps in their capabilities and plan for their capacity building in discussion with the IDTS unit. Analyze various data and information emanating from the field, develop programmatic co-relations and flag off issues for larger discussion. Ensure that program schools are monitored as per guidelines and the field staff perform their job effectively Supervise and ensure all data entry and compilation on monthly, quarterly and yearly basis, including GSD data. Maintain high level of data quality Assist in preparing all programmatic and financial reports as required, including donor reports. Analyze various data and information emanating from the field, develop programmatic co-relations and flag off issues for larger discussion. Organize and lead review meetings at field level Track progress of implementation and expenditures through regular review meetings and field visits; flag off deviations and delays at the earliest Manage Program Associates, including their performance evaluation, capacity building and coaching. Make regular visits to program schools alone and with key government officials from block/district/state level, observe reading practices, Library Management, library activities, speak to teachers and headmasters and supervise the functioning of the block level RtR staff. Qualifications: Required: Bachelor's Degree in education / social sciences or equivalent Master's degree in education / social sciences or equivalent preferred Minimum 58 years of relevant experience in the education sector In-depth knowledge about language and reading practices and approaches Strong written and oral communication skills Critical thinking and analytical skills Good interpersonal skills and a team player Proven track record of achieving results Proven ability to work effectively with schools and communities Ability to travel regularly to project sites in remote locations Good written and verbal communication in Hindi and English Preferred: Prior success working closely and building relationships with diverse groups of people 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 Ability to juggle multiple priorities simultaneously and take initiative Prior experience living and/or working in rural areas Prior experience working with schools, teachers, administrators and government officials Experience in successful implementation of a wide range of tasks as well as developing and implementing improvements in a prior position

The Literacy Facilitator (LF) will be responsible for supporting and coaching teachers, librarians, and principals in the literacy program schools to help them adopt to new ways of working with children that increase the children's literacy skills and habit of reading. They will report to the Literacy Program Officer/Associate and will not have any direct reports. This position is based at project location (District/Block/Mandal/Cluster). Roles & Responsibilities: Program Understanding: Develop a thorough understanding of Room to Read's Literacy program design. Support literacy program intervention across assigned project schools and ensure adherence to the program design. Provide reflective feedback on program design and implementation (especially with respect to progress towards outcomes) and demonstrate a solution-oriented approach. Serve as a technical resource to the schools in the area of language development, literacy skills and reading. School Visits: Undertake school visits with government resource person at cluster levels every day, except for days when on official travel and leave. Regularly observe, demonstrate and coach Grade 1 and 2 teachers in delivering the instructional component of the Literacy Program. Conduct informal assessment of at least 5 children during every school visit and discuss with teachers and share report to supervisors. Regularly observe, demonstrate and coach teachers and librarians in the implementation of the model library period, reading activities and library management practices. Support teachers in conducting ongoing student tracking assessments and plan corrective action. Regularly collect data related to program quality. Supports school librarian in the initial set up of the library, including book delivery, levelling and classification system, check-out system, setting up furniture, and creating a library period time-table. Regularly provide the principals/Headmasters an update on progress and coach them on ways to support teachers and ensure longer term sustainability of literacy outcomes within the school. Participate in school level teacher meeting, literacy events, parent meeting and other community activities. Training, Workshop and Meeting: Participate and facilitate in regular teacher and librarian trainings (both center based and school based) related to the Literacy program (Instruction, library activities and management). Participate in development of materials, training modules and other technical resources as required. Attend professional development training and workshops at block/district/state/national level, as required. Attend review meetings at block/district/state within RtR and with government stakeholder, as required, and complete all programmatic reports on a timely manner. Participate in monthly review meetings with CRCs at school level. Planning, Reporting and Documentation: Tracks and reports library monitoring data to ensure timely and accurate reporting to stakeholders. Conducts ongoing planning, documentation, and reporting. Write monthly reports to supervisor including progress data of CICO and status of student reading skill, in a template provided by RtR. Documents best practices and lessons learned and shares with the Literacy program team. Collaborates with Principal, and community to develop sustainability plan for managing literacy program components and acquiring resources (instruction materials, stationery and new books) after Room to Read's support ends. Reports to the Literacy Program Officer/Associate. Supports in donor visits, and in any other activities which may be required to be undertaken to fulfill the objectives of the organization. Compile and analyze ongoing reading skill assessments data conducted by school and plan school wise corrective action in discussion with supervisors. Qualifications: Required: Bachelor Degree in education / social sciences or equivalent. Minimum 23 years of relevant experience in development projects, preferably in education. Teaching experience at primary level preferred. Strong knowledge about education in general and language and reading practices and approaches in particular. Strong written and oral communication skills. Good interpersonal skills and a team player. Critical thinking and analytical skills. Room to Read is a child-safe organization. Location(s): India - Chhattisgarh To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization Be a proactive and innovative thinker who achieves results and creates positive change Have a very high level of personal and professional integrity and trustworthiness Embrace diversity and a commitment to collaboration Thrive in a fast-paced and fun environment