Job Description

Role: State Curriculum Specialist - Numeracy, Raipur
Experience: 6-8 years
Salary: 10 to 12 LPA
_________________________________________________________________

About the Organization

About the role
The State Curriculum Specialist is a senior technical role and the primary subject matter lead for foundational numeracy and mathematics pedagogy within the embedded team at SCERT.

The role's principal responsibility is state-level academic support — working alongside SCERT, DIETs, and the district academic system to co-develop instructional materials, strengthen teacher training systems, build DIET and DRG capacity, and design multi-modal CPD frameworks for FLN teachers. Where district-level demonstration projects are implemented, the Specialist also provides direct academic support to those districts, deepening the state-level work with on-ground evidence and practice.

This role will be meaningful for someone who combines strong mathematical content knowledge with a genuine commitment to how children learn number concepts, and who can work effectively within government systems to drive lasting change.

Key Responsibilities

1. Technical Leadership for Foundational Numeracy (State Level)

• Provide technical inputs to SCERT and state institutions on foundational numeracy, early mathematics learning, and FLN pedagogy.
• Support the development and implementation of state FLN strategies, academic plans, and NIPUN Bharat-aligned numeracy initiatives.
• Ensure coherence across academic inputs by aligning them with NEP 2020, NIPUN Bharat, and state priorities.
• Represent the organization in state-level academic consultations, technical working groups, reviews, and government meetings.

2. Strengthening Teacher Training Systems

• Lead the design, development, and review of numeracy-focused teacher training modules, facilitator guides, and learning materials.
• Support the planning and execution of large-scale teacher training programmes, including cascade training models.
• Build the academic capacity of DIET faculty, master trainers, Block Resource Persons (BRPs), and other education functionaries.
• Promote practice-oriented professional development through demonstration lessons, peer learning, model classes, and mentoring.
• Improve training effectiveness through systematic observation, structured feedback, and continuous academic support.

3. Academic Support to State and District Systems

• Work closely with district teams to strengthen training delivery, improve classroom practices, and develop local academic leadership.
• Support district-level officials (BEOs, BRPs, DIET faculty) in academic planning, review processes, and on-ground problem-solving.
• Facilitate contextualized, responsive solutions to FLN implementation challenges at the block and cluster level.

4. Strengthening Classroom Practices

• Support the implementation of evidence-based numeracy practices in FLN classrooms.
• Strengthen teacher approaches across key numeracy domains: number sense and number operations; mathematical reasoning and problem-solving; measurement, geometry, and data handling; and the use of manipulatives and activity-based learning.
• Guide district and block-level teams on effective classroom observation and academic support processes for numeracy.
• Identify persistent classroom challenges and design targeted academic support interventions to address them.

5. Academic Resource Development

• Lead or contribute to the development, contextualization, and quality review of teacher training modules, teacher guides, TLMs, assessment tools, and academic frameworks.
• Ensure all materials are pedagogically sound, contextually appropriate, and aligned with state curriculum and FLN frameworks.
• Work collaboratively with SCERT and internal teams to iteratively refine and improve academic resources.

6. Institutional Capacity Building

• Support SCERT and DIETs to strengthen their academic leadership functions and teacher support systems.
• Design and implement capacity-building initiatives for DIET faculty, BRPs, and academic support cadres.
• Mentor government functionaries to improve training quality, classroom support delivery, and academic monitoring.
• Contribute to building sustainable, government-owned systems for continuous professional development.

7. Monitoring, Evaluation, and Learning

• Support the use of classroom observation data, training assessments, and learning outcomes data to inform academic decisions.
• Analyze implementation evidence and surface priorities for academic improvement.
• Prepare academic reports, case studies, technical briefs, and learning documents for internal and government audiences.
• Contribute to organizational learning and knowledge management processes.

8. Support to Demonstration Districts (where applicable)

• Where district-level demonstration projects are implemented, provide intensive on-ground numeracy academic support to selected districts alongside the state-level role.
• Work with DIET faculty, BEOs, and BRPs in demonstration districts to strengthen planning, training delivery, classroom support, and academic review processes.
• Document innovations, field challenges, and learnings from demonstration districts to inform and strengthen state-level academic strategy.

Key Deliverables

• Strengthened numeracy-focused teacher professional development systems at state and district levels.
• Improved quality of numeracy instruction and classroom practices across districts.
• Enhanced academic capacity of SCERT, DIET, and district-level structures.
• High-quality academic resources, training modules, assessment tools, and support systems, developed and reviewed periodically.
• Regular academic reports, documentation, and technical inputs for state stakeholders and leadership.

Required Qualifications & Experience

• Education: Master's degree in Mathematics, Mathematics Education, Elementary Education, or a closely related field.

• Experience: 6–10 years of relevant experience in education programmes, with a strong focus on foundational numeracy, mathematics education, or FLN.

• Demonstrated experience in teacher professional development, academic support, and instructional design.
• Prior experience working with government education systems, particularly SCERTs, DIETs, or large-scale state programmes.

Key Skills & Competencies

• Deep understanding of foundational numeracy and mathematics pedagogy, including activity-based and constructivist approaches.
• Strong instructional design and academic content development skills.
• Proven ability to design and facilitate effective teacher training programmes.
• Skilled at facilitation, mentoring, and coaching, including of government functionaries.
• Ability to engage constructively and build credibility with senior government stakeholders.
• Strong analytical, documentation, and report-writing skills.
• Excellent communication skills in both Hindi and English.

Preferred Experience

• Prior experience working with SCERTs, DIETs, SIEMATs, or within government academic systems.
• Hands-on experience with FLN implementation under NIPUN Bharat.
• Involvement in state-level education reform, technical assistance, or system-strengthening projects.
• Multi-district programme implementation experience.
• Familiarity with the local education landscape and ecosystem.
• 
  

Hiring Note: Applications will be reviewed on rolling basis. This job is first posted on June 30th, 2026 on Ground Zero

For any questions, ping us on WhatsApp chat: +91-8058331557