255 Teacher Training Jobs

Roles & Responsibilities To build relationship with key decision makers to achieve business growth of the organization To support the sales team in resolving product related queries from school. To do research and analysis of region specific product and provide input for further product development. Identify and incorporate regional resource person for conducting workshops. Conduct product briefing session for new sales recruit. Provide regular feedback of Madhubun/Competitors products to reporting managers to improve the products. Competitor product and strategy analysis. To work closely with the Sales and Editorial Department. Essential requirements: The candidate should have a bachelors degree from a recognized university with good academic record. The candidate should have minimum of 6-7 years of relevant experience in Education sector/ teaching experience would be an advantage. The candidate should possess good presentation skills, excellent written and verbal communication in English and Hindi language. A self-starter, confident, excellent persuasion skills and has an appetite for sales with a proven track record, should be presentable, dynamic, well-mannered and have a pleasant approach. Experience in retail marketing of books for age group 3 to 16 would be an added advantage.

Position: English Faculty Industry: Education / Training Department: Teaching & Training Role Category: Language Teaching Employment Type: Full-Time, Permanent Key Responsibilities Deliver high-quality and engaging instruction in English, fostering excellence in both written and spoken communication. Integrate academic content thoughtfully into the learning process to enhance student understanding and application. Inspire and guide students to think analytically and engage critically with course material. Contribute to curriculum development and participate in academic program planning. Assess student performance through a variety of evaluation methods, providing constructive feedback to support growth. Conduct academic research in your area of expertise, contributing to the broader body of knowledge in the field. Collaborate with fellow faculty on research initiatives and interdisciplinary academic projects. Publish original research in peer-reviewed journals and contribute to academic literature. Represent the institution by presenting research at conferences, seminars, and scholarly events. Mentor and advise students on academic planning, coursework, time management, and project completion. Actively participate in college-level and departmental faculty meetings, contributing to strategic planning and academic governance. Ideal Candidate Profile A passionate educator with a strong academic foundation in English language and literature or a related field. Committed to teaching excellence, student success, and continuous academic development. Demonstrated ability to balance teaching, research, and collaborative academic duties effectively.

The Adhyyan School is looking for NTT - Nursery Teacher Training to join our dynamic team and embark on a rewarding career journey A Teacher is responsible for delivering lessons and facilitating learning in a classroom setting This includes planning and delivering lessons, assessing student progress, creating a positive and engaging learning environment, and communicating with students, parents, and other stakeholders The ideal candidate should have a strong understanding of the subject matter they are teaching and the ability to effectively communicate complex ideas to students Additionally, excellent interpersonal and organizational skills, a commitment to student learning and development, and a growth mindset are essential for this role Disclaimer: This job description has been sourced from a public domain and may have been modified by Naukri.com to improve clarity for our users. We encourage job seekers to verify all details directly with the employer via their official channels before

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.

World Change Starts with Educated Children Position Overview: The Officer, IDTS will anchor and support all literacy inputs. S/he will be based at Jharkhand and will report directly to SPMU lead and have dotted reporting to Country office Manager, IDTS. One Program Associate (IDTS) will report to him/her. This position will involve frequent travel to field as well as regular interaction with education officials, partners and external experts. Roles & Responsibilities: Lead and Design state level Curriculum, FLN approach, Literacy Materials and TLM: Facilitate in formulating curricular position paper and vision document for state around FLN, contributing to SCF. Provide guidance to state FLN PMUs in reviewing and finalizing Learning outcome framework, curricular frameworks on Literacy as per NIPUN guidelines through a consultative process with SCERT. Provide technical support to state FLN PMUs in designing curricular materials inclusive textbooks, school readiness materials, learning gap addressing materials, in-service teacher training plan. Support PMU and state level institutions in development of FLN tool kits with a focus around Foundational literacy. Guide in designing curricular materials and TLMs around Literacy for early grades. Build relationships with state and district education officials, government partners, and school administrators to further the program. Vision building and Capacity Building of State and District Resource Groups on Literacy: Orient state curricular group on FLN principles and approaches. Build capacities of SRG, DRG and core groups at different level around FLN vision and approaches. Provide technical guidance to FLN core group in designing and facilitating capacity building workshops on literacy at state and district level. Ensure a resource group is available to the state around Literacy to support all FLN related technical work in the state. Provide technical support in establishing a system in the state to map level of proficiency of FLN teachers on literacy. Lead Teacher Professional Development and support in strengthening field implementation of Foundational literacy: Provide support in developing a roadmap for CPD of teachers on Literacy. Enable development of a professional development framework on Literacy for the state. Enable creation of professional development packages for teachers on Foundational literacy. Support state FLN state level core group in developing teacher development package on Foundational literacy. Support in developing assessment mechanism for the state in assessing efficacy of professional development and teachers proficiency around Foundational Literacy. Develop/refine state team capacity building on policy level, pedagogical level and teacher training facilitation skill with the Facilitator Guides. Regularly participate in coordination meetings with government counterparts, implementing partners, and internal teams to stay aligned on objectives, timelines, and deliverables, to ensure the project/intervention is on track in the state. Keep track of progress towards the agreed outcomes. Plan visits to the field to track project progress on regular basis. Analyse data from reading assessments, classroom monitoring data and/or library rating indicators to determine trends, if any and identify areas that need more focused attention. Review and revise program design, materials and training content accordingly. Work with the govt and internal stakeholders to strengthen the monthly review meeting at/state/district/block level around data-driven discussions and action plans on FLN implementation. Regularly participate in coordination meetings with government counterparts, implementing partners, and internal teams to stay aligned on objectives, timelines, and deliverables, to ensure the project/intervention is on track in the state Support in planning and participate in community mobilization events (e.g., FLN campaigns, Melas) and annual recognition ceremonies for high performing teachers/officials. Guide and Support Technical Team at PMU level: Technically inform state FLN PMUs on conducting studies and formative assessment frameworks and tools around Foundational Literacy. Provide support to MEL team in designing FLN related studies in states with a focus on foundational learning and TPD. Provide technical support to PMUs in developing sustainability plan for FLN post NIPUN mission period. Provide technical support to state FLN PMUs in reporting the progress vis a vis Foundational Literacy as per approved work plan. Provide technical guidance to state FLN PMUs in developing monitoring indicators for education departments. Qualifications: Required: Master's in education / social sciences or equivalent. Minimum 5 years of relevant experience. Prior experience of working with state governments towards state reforms in literacy would be desired. In-depth knowledge about language and reading practices and approaches, including national and international research on the same. Knowledge about early grade reading assessments. Experience of having worked with program design and log frames will be an added advantage. Strong written and oral communication skills. Room to Read is a Child safe organization. Location(s): India - Jharkhand 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 Officer, IDTS will anchor and support all literacy inputs. S/he will be based at Jharkhand and will report directly to SPMU lead and have dotted reporting to Country office Manager, IDTS. One Program Associate (IDTS) will report to him/her. This position will involve frequent travel to field as well as regular interaction with education officials, partners and external experts. Roles & Responsibilities: Lead and Design state level Curriculum, FLN approach, Literacy Materials and TLM: Facilitate in formulating curricular position paper and vision document for state around FLN, contributing to SCF. Provide guidance to state FLN PMUs in reviewing and finalizing Learning outcome framework, curricular frameworks on Literacy as per NIPUN guidelines through a consultative process with SCERT. Provide technical support to state FLN PMUs in designing curricular materials inclusive textbooks, school readiness materials, learning gap addressing materials, in-service teacher training plan. Support PMU and state level institutions in development of FLN tool kits with a focus around Foundational literacy. Guide in designing curricular materials and TLMs around Literacy for early grades. Build relationships with state and district education officials, government partners, and school administrators to further the program. Vision building and Capacity Building of State and District Resource Groups on Literacy: Orient state curricular group on FLN principles and approaches. Build capacities of SRG, DRG and core groups at different level around FLN vision and approaches. Provide technical guidance to FLN core group in designing and facilitating capacity building workshops on literacy at state and district level. Ensure a resource group is available to the state around Literacy to support all FLN related technical work in the state. Provide technical support in establishing a system in the state to map level of proficiency of FLN teachers on literacy. Lead Teacher Professional Development and support in strengthening field implementation of Foundational literacy: Provide support in developing a roadmap for CPD of teachers on Literacy. Enable development of a professional development framework on Literacy for the state. Enable creation of professional development packages for teachers on Foundational literacy. Support state FLN state level core group in developing teacher development package on Foundational literacy. Support in developing assessment mechanism for the state in assessing efficacy of professional development and teachers proficiency around Foundational Literacy. Develop/refine state team capacity building on policy level, pedagogical level and teacher training facilitation skill with the Facilitator Guides. Regularly participate in coordination meetings with government counterparts, implementing partners, and internal teams to stay aligned on objectives, timelines, and deliverables, to ensure the project/intervention is on track in the state. Keep track of progress towards the agreed outcomes. Plan visits to the field to track project progress on regular basis. Analyse data from reading assessments, classroom monitoring data and/or library rating indicators to determine trends, if any and identify areas that need more focused attention. Review and revise program design, materials and training content accordingly. Work with the govt and internal stakeholders to strengthen the monthly review meeting at/state/district/block level around data-driven discussions and action plans on FLN implementation. Regularly participate in coordination meetings with government counterparts, implementing partners, and internal teams to stay aligned on objectives, timelines, and deliverables, to ensure the project/intervention is on track in the state Support in planning and participate in community mobilization events (e.g., FLN campaigns, Melas) and annual recognition ceremonies for high performing teachers/officials. Guide and Support Technical Team at PMU level: Technically inform state FLN PMUs on conducting studies and formative assessment frameworks and tools around Foundational Literacy. Provide support to MEL team in designing FLN related studies in states with a focus on foundational learning and TPD. Provide technical support to PMUs in developing sustainability plan for FLN post NIPUN mission period. Provide technical support to state FLN PMUs in reporting the progress vis a vis Foundational Literacy as per approved work plan. Provide technical guidance to state FLN PMUs in developing monitoring indicators for education departments. Qualifications: Required: Master's in education / social sciences or equivalent. Minimum 5 years of relevant experience. Prior experience of working with state governments towards state reforms in literacy would be desired. In-depth knowledge about language and reading practices and approaches, including national and international research on the same. Knowledge about early grade reading assessments. Experience of having worked with program design and log frames will be an added advantage. Strong written and oral communication skills. Room to Read is a Child safe organization. Location(s): India - Jharkhand 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 Officer, IDTS will anchor and support all literacy inputs. S/he will be based at Jharkhand and will report directly to SPMU lead and have dotted reporting to Country office Manager, IDTS. One Program Associate (IDTS) will report to him/her. This position will involve frequent travel to field as well as regular interaction with education officials, partners and external experts. Roles & Responsibilities: Lead and Design state level Curriculum, FLN approach, Literacy Materials and TLM: Facilitate in formulating curricular position paper and vision document for state around FLN, contributing to SCF. Provide guidance to state FLN PMUs in reviewing and finalizing Learning outcome framework, curricular frameworks on Literacy as per NIPUN guidelines through a consultative process with SCERT. Provide technical support to state FLN PMUs in designing curricular materials inclusive textbooks, school readiness materials, learning gap addressing materials, in-service teacher training plan. Support PMU and state level institutions in development of FLN tool kits with a focus around Foundational literacy. Guide in designing curricular materials and TLMs around Literacy for early grades. Build relationships with state and district education officials, government partners, and school administrators to further the program. Vision building and Capacity Building of State and District Resource Groups on Literacy: Orient state curricular group on FLN principles and approaches. Build capacities of SRG, DRG and core groups at different level around FLN vision and approaches. Provide technical guidance to FLN core group in designing and facilitating capacity building workshops on literacy at state and district level. Ensure a resource group is available to the state around Literacy to support all FLN related technical work in the state. Provide technical support in establishing a system in the state to map level of proficiency of FLN teachers on literacy. Lead Teacher Professional Development and support in strengthening field implementation of Foundational literacy: Provide support in developing a roadmap for CPD of teachers on Literacy. Enable development of a professional development framework on Literacy for the state. Enable creation of professional development packages for teachers on Foundational literacy. Support state FLN state level core group in developing teacher development package on Foundational literacy. Support in developing assessment mechanism for the state in assessing efficacy of professional development and teachers proficiency around Foundational Literacy. Develop/refine state team capacity building on policy level, pedagogical level and teacher training facilitation skill with the Facilitator Guides. Regularly participate in coordination meetings with government counterparts, implementing partners, and internal teams to stay aligned on objectives, timelines, and deliverables, to ensure the project/intervention is on track in the state. Keep track of progress towards the agreed outcomes. Plan visits to the field to track project progress on regular basis. Analyse data from reading assessments, classroom monitoring data and/or library rating indicators to determine trends, if any and identify areas that need more focused attention. Review and revise program design, materials and training content accordingly. Work with the govt and internal stakeholders to strengthen the monthly review meeting at/state/district/block level around data-driven discussions and action plans on FLN implementation. Regularly participate in coordination meetings with government counterparts, implementing partners, and internal teams to stay aligned on objectives, timelines, and deliverables, to ensure the project/intervention is on track in the state Support in planning and participate in community mobilization events (e.g., FLN campaigns, Melas) and annual recognition ceremonies for high performing teachers/officials. Guide and Support Technical Team at PMU level: Technically inform state FLN PMUs on conducting studies and formative assessment frameworks and tools around Foundational Literacy. Provide support to MEL team in designing FLN related studies in states with a focus on foundational learning and TPD. Provide technical support to PMUs in developing sustainability plan for FLN post NIPUN mission period. Provide technical support to state FLN PMUs in reporting the progress vis a vis Foundational Literacy as per approved work plan. Provide technical guidance to state FLN PMUs in developing monitoring indicators for education departments. Qualifications: Required: Master's in education / social sciences or equivalent. Minimum 5 years of relevant experience. Prior experience of working with state governments towards state reforms in literacy would be desired. In-depth knowledge about language and reading practices and approaches, including national and international research on the same. Knowledge about early grade reading assessments. Experience of having worked with program design and log frames will be an added advantage. Strong written and oral communication skills. Room to Read is a Child safe organization. Location(s): India - Jharkhand 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 Officer, IDTS will anchor and support all literacy inputs. S/he will be based at Jharkhand and will report directly to SPMU lead and have dotted reporting to Country office Manager, IDTS. One Program Associate (IDTS) will report to him/her. This position will involve frequent travel to field as well as regular interaction with education officials, partners and external experts. Roles & Responsibilities: Lead and Design state level Curriculum, FLN approach, Literacy Materials and TLM: Facilitate in formulating curricular position paper and vision document for state around FLN, contributing to SCF. Provide guidance to state FLN PMUs in reviewing and finalizing Learning outcome framework, curricular frameworks on Literacy as per NIPUN guidelines through a consultative process with SCERT. Provide technical support to state FLN PMUs in designing curricular materials inclusive textbooks, school readiness materials, learning gap addressing materials, in-service teacher training plan. Support PMU and state level institutions in development of FLN tool kits with a focus around Foundational literacy. Guide in designing curricular materials and TLMs around Literacy for early grades. Build relationships with state and district education officials, government partners, and school administrators to further the program. Vision building and Capacity Building of State and District Resource Groups on Literacy: Orient state curricular group on FLN principles and approaches. Build capacities of SRG, DRG and core groups at different level around FLN vision and approaches. Provide technical guidance to FLN core group in designing and facilitating capacity building workshops on literacy at state and district level. Ensure a resource group is available to the state around Literacy to support all FLN related technical work in the state. Provide technical support in establishing a system in the state to map level of proficiency of FLN teachers on literacy. Lead Teacher Professional Development and support in strengthening field implementation of Foundational literacy: Provide support in developing a roadmap for CPD of teachers on Literacy. Enable development of a professional development framework on Literacy for the state. Enable creation of professional development packages for teachers on Foundational literacy. Support state FLN state level core group in developing teacher development package on Foundational literacy. Support in developing assessment mechanism for the state in assessing efficacy of professional development and teachers proficiency around Foundational Literacy. Develop/refine state team capacity building on policy level, pedagogical level and teacher training facilitation skill with the Facilitator Guides. Regularly participate in coordination meetings with government counterparts, implementing partners, and internal teams to stay aligned on objectives, timelines, and deliverables, to ensure the project/intervention is on track in the state. Keep track of progress towards the agreed outcomes. Plan visits to the field to track project progress on regular basis. Analyse data from reading assessments, classroom monitoring data and/or library rating indicators to determine trends, if any and identify areas that need more focused attention. Review and revise program design, materials and training content accordingly. Work with the govt and internal stakeholders to strengthen the monthly review meeting at/state/district/block level around data-driven discussions and action plans on FLN implementation. Regularly participate in coordination meetings with government counterparts, implementing partners, and internal teams to stay aligned on objectives, timelines, and deliverables, to ensure the project/intervention is on track in the state Support in planning and participate in community mobilization events (e.g., FLN campaigns, Melas) and annual recognition ceremonies for high performing teachers/officials. Guide and Support Technical Team at PMU level: Technically inform state FLN PMUs on conducting studies and formative assessment frameworks and tools around Foundational Literacy. Provide support to MEL team in designing FLN related studies in states with a focus on foundational learning and TPD. Provide technical support to PMUs in developing sustainability plan for FLN post NIPUN mission period. Provide technical support to state FLN PMUs in reporting the progress vis a vis Foundational Literacy as per approved work plan. Provide technical guidance to state FLN PMUs in developing monitoring indicators for education departments. Qualifications: Required: Master's in education / social sciences or equivalent. Minimum 5 years of relevant experience. Prior experience of working with state governments towards state reforms in literacy would be desired. In-depth knowledge about language and reading practices and approaches, including national and international research on the same. Knowledge about early grade reading assessments. Experience of having worked with program design and log frames will be an added advantage. Strong written and oral communication skills. Room to Read is a Child safe organization. Location(s): India - Jharkhand 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: Through its Girl's Education and Gender Equality Program (GEGEP), Room to Read engages with school-going adolescent girls from economically disadvantaged communities and vulnerable backgrounds to ensure that they complete secondary school and have the skills to negotiate key life decisions. GEGEP is operational in 8 States of India, namely, Chhattisgarh, Madhya Pradesh, Uttarakhand, Rajasthan, Delhi, Uttar Pradesh, Maharashtra, and Telangana. Room to Read envisions a world in which all children, can pursue quality education that prepares them to make positive change - in their families, schools and communities. Within its Life Skills Education Framework, GEGEP with its intervention, enables adolescent girls to discover their own strength, advocate for themselves, think critically, empathize, rely on themselves, navigate through day-to-day challenges and make informed decisions. The Program Facilitator will report to the Program Associate/Program Officer in the state. The position will be field based; one Program Facilitator will be responsible for 5 schools. This position is focused on working on thematic area of Boys Life Skills Curriculum and would involve working with teachers and adolescent boys. Roles and responsibilities: Programmatic Understanding and Preparedness: Develop a thorough understanding of Room to Read's Girls Education program design and implement activities basis the inputs from the national and state team Develop thorough understanding of the complete content package of the thematic area- Boys life skills curriculum to be rolled out in the selected schools Understand and support in Program planning (in consultation with State Office and program officer/associate) Undertake corrective action and incorporate feedback when provided by the supervisor Participation in monthly review meetings, quarterly meetings and trainings organized by GEP national and state office team Onsite Support and Capacity Building: Contribute in capacity building of facilitators on the program content providing necessary support to team in planning, execution and facilitation Co-facilitation of life skill session curriculum in capacity building sessions of facilitators Demonstrate and support teachers in life skill sessions, parents meetings and other activities of program design during implementation Support school teachers to set schedule of program activities with girls, observing sessions and providing handholding support to the teachers Set a schedule of visit to the schools as per the benchmarking indicated in the design Ensuring Quality program at the field level: Observe the life skills sessions and other activities as per the program design and benchmarking indicators Engage in regular handholding and coaching of teachers for qualitative program implementation Ensure and support the school teachers for keeping program records as decided per the program design Understand and work on factors that may impede quality and fidelity of Life skills on the field Support in tracking of quality standards is being met and provide updates to PA/PO Use life skill observations form along with the PA/PO and basis this provides feedback to teachers Support and facilitate the administration of teacher's training assessment tool for all the trainings Facilitate or participate in monthly/quarterly meetings of school teachers to discuss and identify solutions to challenges are facing in program implementation and in working with the girls Conduct discussions on Program Quality with School teachers during meeting Ensure feedback is given to specific school and recorded Support in dissemination of LS journals at the school level Liaising, networking and building linkages: Support in planning and organizing trainings and meetings for government officials with SCERT, Gender Cell, District Officials, Block level/Cluster level etc about the program and its updates, upcoming plans Effective liaison with program school administration for smooth operations of the program design Support state PO/PA in building linkages with like-minded organizations Support PO/PA for creating visibility of the program Participate and support in learning events at state level Reporting and Documentation: Fill the record and monitoring forms and trackers consolidate and report to state office Support in documentation of best practices, case studies, photos and lessons learned and share with the GEP Team Maintain general book-keeping of attendance in program activities at school Record qualitative reflections of sessions Family and Community engagement: Lead the community campaign in the schools as per the design and ensure stakeholder involvement Support in organizing, planning and monitoring of parents meeting (conduct parents meeting if needed in specific design situations) Supporting PA/PO in facilitating donor, country office, GO team members visit Support in ensuring the sustainability and scalability of the program Conduct initial home visits of the participants if the design requires Organizational Engagement: Participate in regular trainings and meetings with Room to Read staff Participate in donor/government stakeholders visits to program locations and provide information to donors/stakeholders about Room to Read's Girls Education Program as needed Qualifications: Required: Bachelor's degree in education / social sciences or equivalent/ or higher Minimum experience of 34 yrs (12 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 Preferred: Experience working on life skills/gender/adolescents Proven experience of working with school administration and travel to field sites Ability to work effectively with schools and facilitators Strong field planning and project implementation skills Room to Read is a child-safe organization. Location(s) India - Telangana 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 Room to Read is proud to be an equal opportunity employer committed to identifying and developing the skills and leadership of people from diverse backgrounds. EOE/M/F/Vet/Disabled About Room to Read: Founded in 2000 on the belief that World Change Starts with Educated Children, Room to Read is creating a world free from illiteracy and gender inequality through education. We are achieving this goal by helping children in historically low-income communities develop literacy skills and a habit of reading, and by supporting girls as they build life skills to succeed in school and negotiate key life decisions. We collaborate with governments and other partner organizations to deliver positive outcomes for children at scale. Room to Read has benefited more than 45 million children and has worked in 24 countries and in more than 213,000 communities, providing additional support through remote solutions that facilitate learning beyond the classroom. Learn more at www.roomtoread.org .

World Change Starts with Educated Children Position Overview: Through its Girl's Education and Gender Equality Program (GEGEP), Room to Read engages with school-going adolescent girls from economically disadvantaged communities and vulnerable backgrounds to ensure that they complete secondary school and have the skills to negotiate key life decisions. GEGEP is operational in 8 States of India, namely, Chhattisgarh, Madhya Pradesh, Uttarakhand, Rajasthan, Delhi, Uttar Pradesh, Maharashtra, and Telangana. Room to Read envisions a world in which all children, can pursue quality education that prepares them to make positive change - in their families, schools and communities. Within its Life Skills Education Framework, GEGEP with its intervention, enables adolescent girls to discover their own strength, advocate for themselves, think critically, empathize, rely on themselves, navigate through day-to-day challenges and make informed decisions. The Program Facilitator will report to the Program Associate/Program Officer in the state. The position will be field based; one Program Facilitator will be responsible for 5 schools. This position is focused on working on thematic area of Boys Life Skills Curriculum and would involve working with teachers and adolescent boys. Roles and responsibilities: Programmatic Understanding and Preparedness: Develop a thorough understanding of Room to Read's Girls Education program design and implement activities basis the inputs from the national and state team Develop thorough understanding of the complete content package of the thematic area- Boys life skills curriculum to be rolled out in the selected schools Understand and support in Program planning (in consultation with State Office and program officer/associate) Undertake corrective action and incorporate feedback when provided by the supervisor Participation in monthly review meetings, quarterly meetings and trainings organized by GEP national and state office team Onsite Support and Capacity Building: Contribute in capacity building of facilitators on the program content providing necessary support to team in planning, execution and facilitation Co-facilitation of life skill session curriculum in capacity building sessions of facilitators Demonstrate and support teachers in life skill sessions, parents meetings and other activities of program design during implementation Support school teachers to set schedule of program activities with girls, observing sessions and providing handholding support to the teachers Set a schedule of visit to the schools as per the benchmarking indicated in the design Ensuring Quality program at the field level: Observe the life skills sessions and other activities as per the program design and benchmarking indicators Engage in regular handholding and coaching of teachers for qualitative program implementation Ensure and support the school teachers for keeping program records as decided per the program design Understand and work on factors that may impede quality and fidelity of Life skills on the field Support in tracking of quality standards is being met and provide updates to PA/PO Use life skill observations form along with the PA/PO and basis this provides feedback to teachers Support and facilitate the administration of teacher's training assessment tool for all the trainings Facilitate or participate in monthly/quarterly meetings of school teachers to discuss and identify solutions to challenges are facing in program implementation and in working with the girls Conduct discussions on Program Quality with School teachers during meeting Ensure feedback is given to specific school and recorded Support in dissemination of LS journals at the school level Liaising, networking and building linkages: Support in planning and organizing trainings and meetings for government officials with SCERT, Gender Cell, District Officials, Block level/Cluster level etc about the program and its updates, upcoming plans Effective liaison with program school administration for smooth operations of the program design Support state PO/PA in building linkages with like-minded organizations Support PO/PA for creating visibility of the program Participate and support in learning events at state level Reporting and Documentation: Fill the record and monitoring forms and trackers consolidate and report to state office Support in documentation of best practices, case studies, photos and lessons learned and share with the GEP Team Maintain general book-keeping of attendance in program activities at school Record qualitative reflections of sessions Family and Community engagement: Lead the community campaign in the schools as per the design and ensure stakeholder involvement Support in organizing, planning and monitoring of parents meeting (conduct parents meeting if needed in specific design situations) Supporting PA/PO in facilitating donor, country office, GO team members visit Support in ensuring the sustainability and scalability of the program Conduct initial home visits of the participants if the design requires Organizational Engagement: Participate in regular trainings and meetings with Room to Read staff Participate in donor/government stakeholders visits to program locations and provide information to donors/stakeholders about Room to Read's Girls Education Program as needed Qualifications: Required: Bachelor's degree in education / social sciences or equivalent/ or higher Minimum experience of 34 yrs (12 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 Preferred: Experience working on life skills/gender/adolescents Proven experience of working with school administration and travel to field sites Ability to work effectively with schools and facilitators Strong field planning and project implementation skills Room to Read is a child-safe organization. Location(s) India - Telangana 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 Room to Read is proud to be an equal opportunity employer committed to identifying and developing the skills and leadership of people from diverse backgrounds. EOE/M/F/Vet/Disabled About Room to Read: Founded in 2000 on the belief that World Change Starts with Educated Children, Room to Read is creating a world free from illiteracy and gender inequality through education. We are achieving this goal by helping children in historically low-income communities develop literacy skills and a habit of reading, and by supporting girls as they build life skills to succeed in school and negotiate key life decisions. We collaborate with governments and other partner organizations to deliver positive outcomes for children at scale. Room to Read has benefited more than 45 million children and has worked in 24 countries and in more than 213,000 communities, providing additional support through remote solutions that facilitate learning beyond the classroom. Learn more at www.roomtoread.org .

World Change Starts with Educated Children Position Overview: Through its Girl's Education and Gender Equality Program (GEGEP), Room to Read engages with school-going adolescent girls from economically disadvantaged communities and vulnerable backgrounds to ensure that they complete secondary school and have the skills to negotiate key life decisions. GEGEP is operational in 8 States of India, namely, Chhattisgarh, Madhya Pradesh, Uttarakhand, Rajasthan, Delhi, Uttar Pradesh, Maharashtra, and Telangana. Room to Read envisions a world in which all children, can pursue quality education that prepares them to make positive change - in their families, schools and communities. Within its Life Skills Education Framework, GEGEP with its intervention, enables adolescent girls to discover their own strength, advocate for themselves, think critically, empathize, rely on themselves, navigate through day-to-day challenges and make informed decisions. The Program Facilitator will report to the Program Associate/Program Officer in the state. The position will be field based; one Program Facilitator will be responsible for 5 schools. This position is focused on working on thematic area of Boys Life Skills Curriculum and would involve working with teachers and adolescent boys. Roles and responsibilities: Programmatic Understanding and Preparedness: Develop a thorough understanding of Room to Read's Girls Education program design and implement activities basis the inputs from the national and state team Develop thorough understanding of the complete content package of the thematic area- Boys life skills curriculum to be rolled out in the selected schools Understand and support in Program planning (in consultation with State Office and program officer/associate) Undertake corrective action and incorporate feedback when provided by the supervisor Participation in monthly review meetings, quarterly meetings and trainings organized by GEP national and state office team Onsite Support and Capacity Building: Contribute in capacity building of facilitators on the program content providing necessary support to team in planning, execution and facilitation Co-facilitation of life skill session curriculum in capacity building sessions of facilitators Demonstrate and support teachers in life skill sessions, parents meetings and other activities of program design during implementation Support school teachers to set schedule of program activities with girls, observing sessions and providing handholding support to the teachers Set a schedule of visit to the schools as per the benchmarking indicated in the design Ensuring Quality program at the field level: Observe the life skills sessions and other activities as per the program design and benchmarking indicators Engage in regular handholding and coaching of teachers for qualitative program implementation Ensure and support the school teachers for keeping program records as decided per the program design Understand and work on factors that may impede quality and fidelity of Life skills on the field Support in tracking of quality standards is being met and provide updates to PA/PO Use life skill observations form along with the PA/PO and basis this provides feedback to teachers Support and facilitate the administration of teacher's training assessment tool for all the trainings Facilitate or participate in monthly/quarterly meetings of school teachers to discuss and identify solutions to challenges are facing in program implementation and in working with the girls Conduct discussions on Program Quality with School teachers during meeting Ensure feedback is given to specific school and recorded Support in dissemination of LS journals at the school level Liaising, networking and building linkages: Support in planning and organizing trainings and meetings for government officials with SCERT, Gender Cell, District Officials, Block level/Cluster level etc about the program and its updates, upcoming plans Effective liaison with program school administration for smooth operations of the program design Support state PO/PA in building linkages with like-minded organizations Support PO/PA for creating visibility of the program Participate and support in learning events at state level Reporting and Documentation: Fill the record and monitoring forms and trackers consolidate and report to state office Support in documentation of best practices, case studies, photos and lessons learned and share with the GEP Team Maintain general book-keeping of attendance in program activities at school Record qualitative reflections of sessions Family and Community engagement: Lead the community campaign in the schools as per the design and ensure stakeholder involvement Support in organizing, planning and monitoring of parents meeting (conduct parents meeting if needed in specific design situations) Supporting PA/PO in facilitating donor, country office, GO team members visit Support in ensuring the sustainability and scalability of the program Conduct initial home visits of the participants if the design requires Organizational Engagement: Participate in regular trainings and meetings with Room to Read staff Participate in donor/government stakeholders visits to program locations and provide information to donors/stakeholders about Room to Read's Girls Education Program as needed Qualifications: Required: Bachelor's degree in education / social sciences or equivalent/ or higher Minimum experience of 34 yrs (12 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 Preferred: Experience working on life skills/gender/adolescents Proven experience of working with school administration and travel to field sites Ability to work effectively with schools and facilitators Strong field planning and project implementation skills Room to Read is a child-safe organization. Location(s) India - Telangana 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 Room to Read is proud to be an equal opportunity employer committed to identifying and developing the skills and leadership of people from diverse backgrounds. EOE/M/F/Vet/Disabled About Room to Read: Founded in 2000 on the belief that World Change Starts with Educated Children, Room to Read is creating a world free from illiteracy and gender inequality through education. We are achieving this goal by helping children in historically low-income communities develop literacy skills and a habit of reading, and by supporting girls as they build life skills to succeed in school and negotiate key life decisions. We collaborate with governments and other partner organizations to deliver positive outcomes for children at scale. Room to Read has benefited more than 45 million children and has worked in 24 countries and in more than 213,000 communities, providing additional support through remote solutions that facilitate learning beyond the classroom. Learn more at www.roomtoread.org .

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 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 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