About the Organization
About the Program
The Partnerships for Improving Education (PIE) Program is a 5-year, Government of Australia investment to support the Government of Papua New Guinea (PNG) improve the delivery of access to and quality of education for the children of PNG. The expected end-of-investment outcomes for the PIE investment are:
- Targeted Outcome 1: More children (girls, boys, and children with disabilities) in the early grades enrol and stay in school in target locations using replicable and sustainable approaches
- Targeted Outcome 2: Target locations are using sustainable and replicable approaches to support improvements in the quality of teaching and learning in the early grades
- Enabling Outcome 3: Evidence of systemic change within the education sector that improves the delivery of early grades education.
PIE operates at both the national and subnational level, including in the provinces of Central, Enga and Sandaun and the Autonomous Region of Bougainville.
About the Opportunity
The Teacher Professional Development Specialist will provide high-level technical guidance and input to the Papua New Guinea National Department of Education (NDoE) with developing and implementing a 2-year strategy and workplan to support the expansion of teacher learning circles (TLCs) in primary schools across the country. This strategy fulfills the National Education Plan 2020 – 2029 Minor Outcome 4: That all teachers regularly participate in a program of In-Service teacher professional development.
This role may include the development of TLC operational guidance, session outlines and other relevant resources that are inclusive, innovative, leverage from the latest technology approaches, and are aligned with the curriculum and local context and culture. All resources should be developed with sustainability in mind.
Key responsibilities
Specific responsibilities include:
1. Providing guidance and input to the Teacher Registration and Professional Development Division of NDoE to develop a 2-year strategy and workplan for the operationalisation of TLCs in primary schools, ensuring that any inputs:
- Are developed in consultation with key stakeholders including Provincial Divisions of Education (PDoE), Bougainville Department of Education (BDoE), district education officers, head teachers and teachers.
- Are informed by the latest evidence and emerging good practice in relation to quality teacher professional development in low resource contexts.
- Incorporate and promote approaches to and models of pedagogical practice and associated technology that are
accessible and socially and culturally appropriate. This includes the use of digital platforms for collaboration, professional development, and sharing resources to improve teaching methods.
- Are provided with long term sustainability in mind and are harmonised with other NDoE partners strategies and plans concerning teacher professional development
- Include a monitoring and evaluation framework and performance indicators to facilitate the monitoring of performance
2. Providing guidance and input to implement a 2-year strategy and workplan for the expansion of Teacher Learning Circles in primary schools, including, but not limited to:
- The design and development of a TLC operational guideline or similar document that outlines how TLCs can be established and supported by government agencies at the national and subnational level.
- The development of TLC topic guides that are based on teacher’s needs and informed by PNG’s National Teacher Standards and School Leadership standards.
- The design and delivery of any related training for NDoE and PDoE/BDoE officers, district officers, school leaders and primary teachers.
3. Providing practical guidance and support to enhance the capacity development of the NDoE and PDoE/BDoE officers in terms of developing and implementing strategies and plans, and monitoring performance.
4. Ensuring that all technical guidance and input:
- Is in accordance with key reforms of the Government of PNG’s National Education Plan 2020-2029 and associated strategies and plans, and the PNG-Australia Partnership more broadly.
- Is aligned to and delivers upon PIE’s goal and intended outcomes, Monitoring, Evaluation, Research Learning and Adaptation framework, annual plans and risk management register.
- Adheres to and fosters compliance with the PNG and Australian governments’ policy and procedures regarding Gender Equality, Disability and Social Inclusion, child protection, preventing sexual exploitation, abuse and harassment, privacy, fraud and other cross-cutting
areas.
5. Other duties from time to time within the Adviser’s scope of skills as may be reasonably requested by the PIE Team Lead.
Reporting
Milestone 1: Provide a draft workplan for comment and approval by the PIE Team Lead. (Within 10 input days.)
Milestone 2: Provide an activity progress report for comment and approval by the PIE Team Lead (Within 30 input days.)
Milestone 3: Provide an activity completion report for comment and approval by the PIE Team Lead.
(At least 3 input days before completion.)
About You
For applications to be considered, a response to the key selection criteria below must be provided.
Qualifications
- A postgraduate degree with a disability inclusion focus, Social Sciences, and/or related degree.
Knowledge
- Demonstrated solid understanding of, and at least ten years’ professional experience in, the field of quality teacher professional development, primary school education and leadership in low resource contexts.
- Excellent practical knowledge of using digital technologies and innovation to enhance teaching and learning opportunities and address challenging educational situations.
Skills/Experience
- Extensive experience in designing, delivering and evaluating learning and professional development activities for school leaders, teachers and students that build capacity aligned to local policies and incorporate the latest best practice.
- Professional experience working in Melanesia and demonstrated understanding of Papua New Guinean basic education system and curriculum.
- Able to establish and maintain effective working relationships and meet the demands of a variety of stakeholders, including experience working across cultures and as part of a diverse team.
- Demonstrated ability to integrate and promote principles of gender equity and social inclusion in all aspects of this role including in activity design, implementation, and evaluation.
Personal Attributes
- A critical thinker with a continuous learning mindset and attention to detail
- An eagerness to contribute to and facilitate transformational change in quality primary teaching.
