Teacher Specialist

World Vision International

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World Vision is committed to the protection of children and we do not employ people whose background is not suitable for working with children. All employment is conditioned upon the successful completion of all applicable background checks, including criminal record checks where possible.

Location: Syria - Raqqa
Number of Positions: 2
Salary: As per the salary scale proposed by UNICEF

Job purpose:

The Teacher Specialist is responsible for supporting, mentoring, and strengthening the capacities of teachers and facilitators implementing Non-Formal Education (NFE) activities. The position aims to improve the quality of teaching and learning through regular coaching, classroom observation, professional development, and the promotion of learner-centered methodologies.

Under the overall supervision of the Education Coordinator, the Teacher Specialist will ensure that educational activities are delivered effectively, in accordance with project standards, Ministry of Education requirements, and UNICEF guidelines, contributing to improved learning outcomes for children and adolescents enrolled in NFE programs.

Major Responsibilities

a. Provide technical support, mentoring, and coaching to NFE teachers and facilitators.

b. Conduct regular classroom observations and provide constructive feedback to improve teaching practices.

c. Identify training needs and support the design and delivery of teacher training sessions, workshops, and refresher courses.

d. Support teachers in lesson planning, classroom management, and assessment practices.

e. Ensure teaching and learning activities are implemented in accordance with approved curricula, project guidelines, and quality standards.

f. Monitor the quality of instruction and learner engagement across project sites.

g. Support the adaptation and use of teaching and learning materials.

h. Promote effective teaching strategies that improve literacy, numeracy, and foundational learning outcomes.

i. Ensure education activities are responsive to the needs of diverse learners, including children with disabilities and those at risk of exclusion.

j. Collect and analyze information related to teaching performance and student learning progress.

k. Maintain records of observations, coaching sessions, and capacity-building activities.

l. Contribute to assessments, evaluations, and learning outcome measurements.

m. Prepare and submit timely reports to the Education Coordinator.

n. Support teachers in implementing approved NFE curricula and learning pathways.

o. Collaborate with the Directorate of Education and other relevant education actors when required.

p. Share lessons learned, best practices, and recommendations to improve program. quality.

Safeguarding

1. Report adult and child safeguarding incidents for designated area programmes (Levels 1-3)
2. Support proper implementation of the office’s Safeguarding Incident Preparedness Plans at local area programme level.

Any additional tasks required by the line manager.

KNOWLEDGE, SKILLS AND ABILITIES

Knowledge

• Strong knowledge of teaching and learning methodologies.
• Good understanding of Non-Formal Education (NFE) programs.
• Familiarity with Ministry of Education policies, educational standards.
• Understanding of safeguarding, child protection, and prevention of sexual exploitation and abuse (PSEA) principles.
• Understanding of barriers to education and strategies to support vulnerable and marginalized learners, including children with disabilities.

Skills

• Strong coaching, mentoring, and teacher support skills.
• Excellent classroom observation and constructive feedback skills.
• Training facilitation and capacity-building skills for teachers and facilitators.
• Strong communication and interpersonal skills, with the ability to build positive relationships with education stakeholders.

Abilities

• Ability to support and motivate teachers to continuously improve their instructional practices.
• Ability to identify teacher development needs and design appropriate support interventions.
• Ability to analyze classroom practices and recommend practical improvements.
• Ability to work independently and manage multiple priorities in a fast-paced environment.