Consultant to support Kiribati Ministry of Education Multi-grade education system

UNICEF Pacific is seeking a qualified consultant to provide technical assistance to the Kiribati Ministry of Education (MoE) through Kiribati Teachers College (KTC), to strengthen the multi-grade teaching at pre-service and in-service teacher education levels.

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Purpose of the Assignment

The purpose of this consultancy is to provide technical assistance to the Kiribati Ministry of Education (MoE) through Kiribati Teachers College (KTC), to strengthen the multi-grade teaching at pre-service and in-service teacher education levels, enabling lecturers and teachers alike to understand the impact of the ways teacher education curricula are being offered, and the impact of teacher educator capacity on teaching practices in multigrade classes and on teachers’ steering of these classes. Innovative pedagogical practices, linked to multigrade epistemologies need to be developed, shared and incorporated into overall teacher professional development (TPD) of MoE. Furthermore, there is a need to investigate the use and development of materials to suit diverse student needs simultaneously, especially in multigrade classes

Assignment Tasks

Under the overall supervision of the Principal of KTC and technical supervision by UNICEF Pacific Chief of education with support from the UNICEF Chief of Field Office, the consultant will be responsible for the following tasks:Provide institutional strengthening by building the knowledge, skills, values, and attitudes of KTC lecturers  to understand best practice in multigrade teaching effectiveness covering issues linked to the following: (a)curriculum adaptation ( (b) learning and assessment development (c) innovative pedagogical practices, linked to student-centred epistemologies; (d) multiple assessment strategies; (e) improved learning area knowledge and skills; (f) closer ties with the wider school communities; (g) classroom organisation and management; (h) culture of commitment

• Training the KTC lecturers specifically around the three dimensions of MGT;(i) Teacher- planning lessons, classroom control, time management and delegation of responsibilities (ii) Classrooms- planning and managing physical conditions, innovative use of available materials and resources, developing and sharing relevant activities and establishing classroom routines (iii) Students – assisting students to manage their time wisely to achieve desired outcomes, giving students onus to manage and improve their behaviour through positive and discipline and team work, developing trust and good relationship between students and with the teacher, and making students responsible for maintaining and contributing to classroom rules and expectations
• Assist the KTC lecturers with knowledge and skills in the development and design of relevant assessment activities and resources for MG year levels that incorporates the use of ICT skills
• Identify overall KTC Lecturers’ knowledge and information gap of MGT.
• Develop a ‘Training of Trainers Manual’ on MGT for new lecturers and trainers 
• Bridge the gaps through training KTC lecturers on needed theory, skills and knowledge of MGT teaching and learning and assessment strategies and methodologies through lesson demonstrations and video clips. This would involve the TA in conducting some lesson demonstrations and observation of the lecturers’ mini practicums or micro teachings
• Develop KTC lecturers’ professional competency in training teacher trainees and Primary school teachers to become confident and competent MGT teachers
• Support and guide KTC as to how to incorporate the multigrade teaching module within the current TDP activities and assess lecturers’ ability to deliver the module and provide effective strategies to teachers for multigrade environments.
• Support the development of training courses for in-service teachers’ which focuses on the basic principles of multigrade teaching, that is, classroom organisation and management, instructional strategies, development of resources, and training teachers how to use/refer to the MGT manual and contextualise this within a multigrade classroom.
• Implement a series of workshops focusing on the principles of multigrade teaching and strategies for classroom management.
• Review and updating together with the KTC Education Department lecturers and the Teacher Professional Development Working Group the current Pre-service MGT course and the Teacher Professional Development MG module to EQAP accreditation standards
• Develop together with the KTC lecturers a standard assessment template which could be used in assessing teacher trainees and the teachers when teaching in multi-grade classrooms
• Investigate the use and development of materials and resources to suit diverse student needs within a multigrade environment.
• Prepare final report on the overall activities carried out.

Note: Work in this area should be linked to multi grade strategies, resources defined/described in the National Curriculum & Assessment Framework (NCAF) and in new Yr.1 – 4 curricula and associated Teacher Guides developed by the MoE Curriculum Development and Resource Centre (CDRC).

Expected Deliverables

• The MGT module is successfully incorporated within the current TDP program
• Identify overall KTC lecturers’ gap on MGT knowledge on both theory and skills
• Teach MGT strategies and methodologies around these areas (i) Balancing time and doing multi-tasking (j) engaging students and keeping them focused (k) breaking his/her isolation and work in harmony with colleagues, parents and the school committee.
• Provide practical demonstration of MGT strategies, methodology and assessment to KTC lecturers.
• Model how to develop relevant assessment tasks and to design and utilize resources  for multi-grade year levels to KTC lecturers including the use of ICT skills in the development of MG teaching and learning resources
• Assist KTC lecturers to develop an MGT assessment template
• Arrange and appraise mini practicums of MGT settings amongst KTC lecturers
• Organize peer appraisals on using MGT teaching, learning and assessment methodologies and strategies
• Evaluate and provide constructive feedback on peer appraisals of MGT sessions
• KTC lecturers assessed to have the necessary knowledge and skills to deliver the MTG module
•  Pre-service and In-service quality standard MGT course and module that are aligned to EQAP standards. All products should be submitted in both in electronic and hard copy formats submission.

Qualifications of Successful Candidate

Education

• Advance university degree in Education, Teacher Education

Years of relevant experience

Experience

• At least eight years’ experience in multi-grade teaching in both developing and under developing countries ‘
• Proven experience in teacher education, training and material development and instructional design
• Expertise in developing interactive resource materials for self-learning
• Good facilitation skills and good communicator
• Proven ability to conceptualize, innovate, plan and execute ideas;

Competencies of Successful Candidate

• Good analytical, negotiating, communication and advocacy skills;
• Versatility, judgment and maturity;
• Computer skills, including internet navigation and various office applications
• Highly ICT literate specifically in using these skills to develop MG teaching and learning resources
• Demonstrated ability to work in a multi-cultural environment and establish harmonious and effective working relationships, both within and outside the work place;
• Good written and spoken English, knowledge of local language an asset
• Ability to demonstrate appropriate interpersonal skills to relate, communicate and negotiate effectively with a diverse range of people and cultures, representing client organisations, governments, agencies, etc.
• Ability to undertake activities in a participative and consultative manner, ensuring counterparts and stakeholders actively participate and develop understanding and ownership.
• Ability to maintain a high level of personal organisation combined with ability to effectively plan and monitor activities.
• Ability to plan and conduct adult learning programs for the successful transfer of knowledge and skills to nominated key staff.
• Ability to approach problem solving in a culturally sensitive manner to ensure ownership and acceptance.
• Ability to maintain high ethical standards when representing the KEIP in any capacity in accordance with relevant codes of practice.
• Willingness to undertake travel within Kiribati as required.’
• To view our competency framework, please click here. 

A detailed copy of the Detailed Terms of Reference is attached.  EXTERNAL TOR Kiribati MGT support MoE KTC.doc

Interested candidates must complete the following documents to be considered

1. Cover letter describing how you meet the requirements for this position
2. Completion Expression of interest form attached

 Kiribati MGT Consultant 2017 EOI.doc

Please indicate your ability, availability and daily/monthly rate (in US$) to undertake the terms of reference above (including travel and daily subsistence allowance, (if applicable) in the attached Expression of interest form. Applications submitted without a daily/monthly rate will not be considered.

If you are unable to retrieve the Terms of Reference or Expression of Interest Form - please forward an email to pacificvacancies@unicef.org for further assistance.

UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organisation.