TITLE: School Leadership and Management Officer (3 positions)
TEAM/PROGRAMME: Mureke Dusome
GRADE: 4 POST TYPE: National, 1 year employment contract
Level 3: the post holder will have contact with children and/or young people either frequently (e.g. once a week or more) or intensively (e.g. four days in one month or more or overnight) because they work country programs; or are visiting country programs; or because they are responsible for implementing the police checking/vetting process staff.
Save the Children is seeking 3 School Leadership and Management Officers for a USAID-funded Mureke Dusome project, which aims to support the Rwandan Education Board to create and roll-out a school-community partnership model to complement improved reading and writing instruction delivered in schools.
The SLM Officers will work closely with the school Community Partnerships Coordinator to strengthen the capacity of school leadership to promote school community partnerships and increase children’s education through promoting Peer Learning among education stakeholders. They will work with the School Community Partnership Coordinator and Rwanda Education Board to develop a guide for Peer Learning through education meetings and will work with districts education officials to ensure Sector Education Inspectors use the guide. They will represent Save the Children in relevant district and sector meetings and will contribute to the learning and sharing with other education partners.
SCOPE OF ROLE
Reports to: School Community Partnerships Coordinator
Staff directly reporting to this post: None
KEY AREAS OF ACCOUNTABILITY:
• Collaborate with District Education Officials and Sector Education Inspectors to organize and carry out Peer Learning through education meetings;
• Monitor the implementation of Peer Learning through Education Meetings at sector level in selected districts;
• Monitor and ensure that SEIs, HTs, SGACs work closely with literacy champions to promote children’s reading outside schools;
• Document key successes, challenges and lessons learnt from the Peer Learning through sector education meetings and from the working relationships between schools, literacy champions and the wider community on promoting children’s reading;
• Keep records of beneficiaries who attend the Peer Learning through sector education meetings, compile them and report on them monthly;
• Support the staff in charge of inclusive education to develop an awareness guide for parents of children with disabilities on ways they can help their children get suffient reading skills and culture;
• Support the staff in charge of inclusive education to monitor the awareness worksops of parents of children with disabilities and document related achievements and lessons;
• Advocate within Districts, Sectors and Schools to include literacy activities in their annual plans and Imihigo;
• Advocate within School -Communities to celebrate literacy days in their respective areas;
• Collaborate with key partners to ensure gender-sensitive and inclusive messages are disseminated through different community platforms;
• Disseminate Key Literacy messages and National Parent-School Partnership Standards whenever the opportunity arrives;
• Develop annual, quarterly and monthly work plan and submit them on agreed time;
• Provide monthly and quarterly reports of the activities covered in accordance with the agreed schedules;
• Write case stories from the activities covered.
• Work closely with the School Leadership and Management Intern and Finance staff to ensure that beneficiaries’ costs (both transport and meals) are refunded in a reasonable time after their participation in School Leadership and Management planned activities;
Monitoring and Evaluation:
• Keep records of beneficiaries who attend the Peer Learning through sector education meetings for reporting purposes;
• Identify and document key lessons learned from monitoring, including success stories;
• Notify the line manager of any identified issue, which might hinder the project success.
External Networking & Representation:
• Represent Save the Children in relevant Sector and District meetings;
• When requested by leadership, represent the project to, and work with, the Government of Rwanda, INGOs and civil society organizations and networks at the district and sector level to increase coordination and learning and to support the achievement of advocacy and policy objectives.
• Collaborate and build on other development partners’ initiatives and best practices related to school-community partnership and a culture of reading and share the learning with other Mureke Dusome staff;
BEHAVIOURS (Values in Practice)
• holds self accountable for making decisions, managing resources efficiently, achieving and role modelling Save the Children values
• holds the team and partners accountable to deliver on their responsibilities – giving them the freedom to deliver in the best way they see fit, providing the necessary development to improve performance and applying appropriate consequences when results are not achieved.
• sets ambitious and challenging goals for themselves and their team, takes responsibility for their own personal development and encourages their team to do the same
• widely shares their personal vision for Save the Children, engages and motivates others
• future orientated, thinks strategically and on a global scale.
• builds and maintains effective relationships, with their team, colleagues, Members and external partners and supporters
• values diversity, sees it as a source of competitive strength
• approachable, good listener, easy to talk to.
• develops and encourages new and innovative solutions
• willing to take disciplined risks.
• honest, encourages openness and transparency; demonstrates highest levels of integrity
• University degree in education, social work or social sciences;
QUALIFICATIONS AND EXPERIENCE
• Good understanding of the education system in Rwanda, specifically primary education;
• Ability to develop constructive relationships with a wide range of partners, including children, communities and local authorities;
• Experience of facilitating trainings, workshops and meetings for community mobilization;
• Ability to communicate effectively in Kinyarwanda and English: verbally and in writing
• Understanding of and commitment to SCI mission, values and child rights-based programming approaches.
• Working experience in the education field from an International organization
We need to keep children safe so our selection process, which includes rigorous background checks, reflects our commitment to the protection of children from abuse.
Safeguarding our Staff:
The post holder is required to carry out the duties in accordance with the SCI anti-harassment policy
Health and Safety
The role holder is required to carry out the duties in accordance with SCI Health and Safety policies and procedures.