IRC Tanzania Program Kasulu Field Office
Jan 18, 2006 10:38 AM
A Joint Project of the United Federation of Teachers and the International Rescue Committee
Positions:
Teacher Educator for Primary School Teachers,
With A Focus On Education for Girl Students
Teacher Educator for Secondary School Science Education
Founded
in 1933, the International Rescue Committee (IRC) is a global leader in
emergency relief, rehabilitation, protection of human rights,
post-conflict development, resettlement services and advocacy for those
uprooted or affected by conflict and oppression. The United Federation
of Teachers (UFT) is the union of New York City’s public school
educational professionals, with a tradition of commitment to and
advocacy for human rights, democracy and international solidarity and
cooperation. The Sandy Feldman Fellowships are a joint project of the
IRC and the UFT, named after the late President of the UFT and its
national affiliate, the American Federation of Teachers. Throughout her
life and in all of her work, Sandy Feldman was an exemplar of the
teacher’s commitment to the intellectual development and general
well-being of students living in poverty.
The Summer 2006 Sandy Feldman Fellowships in Kasulu, Tanzania will serve the educational needs of the refugees from the conflicts of the Central African region by strengthening the IRC’s capacity to provide high quality teacher education for primary and secondary school teachers teaching refugee girls, and teaching science.
The Teacher Education Fellows will report to the IRC Education Manager based in Kasulu. For the purpose of day-to-day operations, the Teacher Educator Fellows will work closely and in collaboration with the IRC Education Officers, the Refugee Education Coordination Committee and the Inter-regional Education Board (IEB). [The IEB is the overall coordinating body for refugee education.]
All travel and living expenses will be covered by the Sandy Feldman Fellowship program.
DESCRIPTION OF THE TANZANIA FELLOWSHIP PROGRAM:
The Sandy Feldman Teacher Educator Fellows will begin by familiarizing themselves with the existing teacher education activities, curriculum and methodologies and the needs of the teachers and teacher educators in relation to the primary education of girls and in relation to secondary1 science education. This background will enable the Teacher Educator Fellows to work in collaboration with the IRC education team to improve the quality of the teacher education curriculum, and to conduct mentoring and support of teachers. The goal of this work is to increase the access and retention of refugee girls to primary education, to improve the quality of the education the girls receive, and to improve the quality of post-primary science education. At the end of the 8-week fellowship period, the Teacher Educator Fellows are to evaluate the existing program, and make recommendations for improving the existing teacher education curriculum and pedagogy.
1. Upon arrival at Kasulu, the Sandy Feldman Teacher Education Fellows will receive a program-wide orientation of IRC Tanzania and, more specifically, IRC Kasulu education programs; the strategy, current objectives, activities, challenges and opportunities.
The Fellows will familiarize themselves with the context and program through reading and analyzing current education plans, proposals, reports and other relevant background information, conducting visits to schools, and meeting education staff, partner agencies (UNICEF, Refugee Education Trust (RET), UNHCR) teachers, parents and students. It is expected that this activity will be completed within 1-2 weeks of arrival.
2. The Fellows will carry out training needs assessment of teachers focused on in-service teacher education; one Fellow will focus on teacher education for primary school teachers, the other Fellow will focus on teacher education for post-primary school science teachers. The assessment will analyze the existing teacher education activities, teachers’ capabilities, challenges of implementation and student needs. This assessment is intended to inform the Teacher Educator Fellows’ work in revising the teacher education curriculum and conducting trainings of trainers and pilot trainings for teachers in the 3/4th through the 8th week of the Fellowship.
The needs assessment may entail:
a. Discussing the Burundian curriculum used in camp schools
b. Observing teachers in simulated classroom settings2 ;
c. Reviewing past evaluations and performance of teachers
d. Conducting focus group discussions with teacher educators, teachers, education officers, Refugee Education Committee members and students/pupils.
3. The Fellows will conduct teacher education and evaluation activities. This is expected to be the majority of work of the Teacher Educators during the period of internship.
4. Identify and prioritize areas for improvement, expansion or change of both the teacher education curriculum and teacher education methodologies and pedagogy to be put into effect for future programming activities. Draft a training module that can be used by refugee teacher educators for ongoing teacher education of primary and secondary school teachers.
5. Prepare an internship report detailing the achieved outputs and highlighting recommendations for continued improvement of teachers’ capability and quality of formal education in primary and secondary schools. Include an assessment of the educational needs of girls and other barriers to access issues facing girls in Kasulu.
6. Prepare a summary briefing to be discussed with the Field Coordinator and the Country Director for improving the delivery of the education programs in Kasulu District.
1The Kasulu refugee schools conform to the Burundian curriculum and education system. Primary school grades are 1 through 6 and secondary school grades are 6 through 12.
2Schools will not be in session during the Fellowship; however, as teachers will not be teaching, they will be able to commit themselves to working with the Fellows and participate in training provided. As needed, simulated classroom settings will be organized to give the Fellows opportunities to observe teaching practices and conduct model teaching sessions.
QUALIFICATIONS:
A strong candidate will be an active or retired member of the United Federation of Teachers who has:
- A command of conversational and written French
and English.
[Most of the curricula in the schools in the camps are conducted in French. The pupils and teachers speak predominantly French and Kirundi. Tanzanian colleagues speak Kiswahili. All IRC business is conducted in English. Therefore, knowledge of Kiswahili and or Kirundi will be extremely well received, and knowledge of French and English is mandatory for this position.] - Experience in professional development for educators and/or teacher education, [i.e., experience as Teachers’ Center staff, lead teacher, full-time mentor, coach or the equivalent] and experience in curriculum development;
A knowledge of and experience in educational programs and initiatives to promote gender equality in education for the Teacher Educator for Teachers of Girl Students; and a knowledge of and experience in educational programs of science education for the Teacher Educator for Science Education;
- Experience in community-based programs for children and adolescents;
- Excellent verbal and written communication skills;
- Flexibility, dependability, and creativity are desired;
- Must be able to work independently, be a self-starter, and maintain responsibility for multiple tasks;
- Demonstrated ability to work cooperatively on a team;
- A commitment to work as a Sandy Feldman Fellow in Tanzania for July and August, 2006.
To apply for the position, send the following materials to SANDY FELDMAN FELLOWSHIPS, United Federation of Teachers, 52 Broadway, Fourteenth Floor, New York, NY 10004 ATTN: Winsome Johnson:
- A cover letter explaining your interest in the fellowship, and stating your qualifications for the fellowship;
- A complete resume;
- Three letters of recommendation from educators with whom you have worked.
Applications must be received by JANUARY 28, 2006.
