Job Description

Advert Open for Only South Sudanese National to apply

TITLE: Teacher Professional Development Specialist.

TEAM/PROGRAMME Education for All South Sudan (EFASS)

LOCATION: Juba GRADE 2

CONTRACT LENGTH: One Year with possibilities of extension based on performance.

CHILD SAFEGUARDING: Level 3: the role 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 in country programs; or are visiting country programs; or because they are responsible for implementing the police checking/vetting process staff

ROLE PURPOSE/SUMMARY:

The Teacher Professional Development Specialist will lead the design, implementation, and strengthening of teacher professional development systems under the EFASS program in South Sudan. The role focuses on improving teaching quality, supporting teacher capacity, and promoting sustainable, context-responsive professional development models in fragile and resource-constrained environments. Provide technical guidance and conduct teacher capacity assessment and teacher profile. Facilitate development of child centre pedagogical training manual in line with MoGEI teacher education curriculum. Coordinate with MoGEI tutors on CTPD program as well as work closely with relevant teacher Training institutes to provide in-service teacher training for female teachers. Establish strong and function female teachers’ network in Magwi and Torit.

SCOPE OF ROLE:

Reports to: EFASS Program Manager.

Staff reporting to this post None

Budget Responsibilities: Yes.

Role Dimensions

The role holder will work closely with the Education Technical Specialist, Foundational Learning & Access Specialist, MEAL team in Juba and Field, MoGE&I department of teacher education-tutors and TTIs. He or She will be responsible for providing day-to-day overall support in the delivery and monitoring of teaching and learning process in schools as well planning for teacher capacity assessment, selection for Continuous teacher professional development, engaging tutors and execution of CPD budget including procurement of CDP materials. Provide technical guidance to partners on structure pedagogy and teaching content.

KEY AREAS OF ACCOUNTABILITY:

Teacher Professional Development Strategy

• Lead the design and adaptation of teacher professional development (TPD) frameworks aligned with national education policies.
• Ensure TPD approaches respond to the South Sudan context, including large class sizes, limited resources, and multilingual settings.
• Promote continuous professional development models like coaching, mentoring, peer learning.

Program Design & Implementation

• Develop and oversee teacher training programs ( CTPD, pre-service and in-service).
• Integrate core areas such as child-centered pedagogy, foundational literacy and numeracy, inclusive education, gender-responsive teaching, and psychosocial support.
• Support rollout of structured teacher training packages and materials.

Capacity Building

• Strengthen capacity of master trainers, teacher trainers, and education officials.
• Provide technical support to County and State education authorities.
• Coach and mentor field teams and implementing partners on effective TPD delivery.

Quality Assurance & Monitoring

• Develop tools to assess teaching quality and teacher performance.
• Conduct regular field visits to monitor classroom practices and provide feedback.
• Use data to inform program improvements and adaptive learning.

Systems Strengthening

• Support Ministry of Education in institutionalizing teacher development systems.
• Contribute to policy development, teacher standards, and accreditation frameworks.
• Strengthen linkages between teacher training institutes and schools.

Material Development

• Lead development/adaptation of teacher guides, training manuals, and classroom resources.
• Ensure materials are contextually relevant, inclusive, and aligned with the national curriculum.

Coordination & Partnerships

• Engage with Ministry of General Education and Instruction (MoGEI), donors, NGOs, and education clusters.
• Represent EFASS in technical working groups related to teachers and education quality.
• Foster collaboration across sectors (e.g., protection, MHPSS).

Research, Learning & Reporting

• Support research and documentation of best practices and innovations in teacher development.
• Prepare technical reports, learning briefs, and donor updates.
• Contribute to evidence-based programming and knowledge sharing.

SKILLS AND BEHAVIOURS (SCI Values in Practice)

Accountability:

• 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.

Ambition:

• 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.

Collaboration:

• 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.

Creativity:

• develops and encourages new and innovative solutions
• willing to take disciplined risks.

Integrity:

• honest, encourages openness and transparency; demonstrates highest levels of integrity

QUALIFICATIONS

Essential

• Bachelor’s degree in education, Teacher Education, Curriculum Development and Educational Leadership

Preferred.

• Master’s degree in education (especially Teacher Education, Curriculum, or Educational Planning), International Development or Education in Emergencies

EXPERIENCE AND SKILLS

Essential

• Minimum 4–6 years of relevant experience in teacher training and professional development, education programme implementation in NGO or government sector
• Demonstrated strong experience in designing and delivering teacher training programmes and supporting in-service teacher coaching and mentoring systems.
• Experience working in education in Emergencies (EiE) or fragile/conflict contexts, rural or hard-to-reach settings similar to South Sudan
• Proven experience with Accelerated Education Programmes (AEP/ALP) or non-formal education, Teaching at the Right Level approach.

Preferred

• Experience with Save the Children or similar international NGOs
• Familiarity with EFASS or FCDO-funded education programmes
• Experience integrating gender-responsive pedagogy and inclusive education practices (children with disabilities, marginalized learners)

Skills and Competencies

• Technical Competencies in teacher professional development with strong expertise in adult learning principles, teacher coaching and mentoring models and Continuous Professional Development (CPD) systems
• Ability to develop structured training modules and manuals, conduct Training of Trainers (ToT) and evaluate teacher performance and learning outcomes
• Education programming. Has strong knowledge of National curriculum (South Sudan context preferred), Early Grade Reading and Mathematics approaches or ESER and Accelerated and alternative learning pathways and understanding of safe and inclusive learning environments and Psychosocial support in education.
• Monitoring & Evaluation.Experienced in designing teacher performance monitoring tools like classroom observation frameworks, data collection and analysis for teacher development
• Ability to use data to improve teaching quality and adapt training approaches
• Ability to integrate gender-sensitive teaching practices and inclusive classroom strategies
• Programme Quality & Accountability with strong focus on quality standards (INEE Minimum Standards, SC Education benchmarks) and accountability to beneficiaries and communities

Working Conditions: Based in field locations with frequent travel with high-pressure donor environment with tight deadlines and possible deployment to remote and insecure areas

Child Safeguarding Statement: The post holder must adhere to Save the Children’s Safeguarding and Code of Conduct policies and ensure all EFASS activities protect children from harm and always uphold FCDO safeguarding compliance requirements

Additional job responsibilities: The duties and responsibilities as set out above are not exhaustive and the role holder may be required to carry out additional duties appropriate to their level of skills and experience.

Equal Opportunities: The role holder is required to carry out the duties in accordance with the SCI Equal Opportunities and Diversity policies and procedures.

Note: This is position is a national position as such nonnational is not encouraged to apply.

Health and Safety: The role holder is required to carry out the duties in accordance with SCI Health and Safety policies and procedures.
Child Safeguarding: 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.
Language Requirements: Fluency in English (written and spoken) and knowledge of local languages spoken in Magwi is an added advantage.
Working Conditions: Based in Torit with frequent travel to schools and consortium locations and may involve working in challenging and resource-limited environments.
JD written by: Bilal Samuel Date: 10/06/2026 JD agreed by: Isaac Otieno Date: 10/06/2026

Save the children India employ approximately 300 people across the globe and work on the ground in over 100 countries to help children affected by crises, or those that need better healthcare, education and child protection. We also campaign and advocate at the highest levels to realise the right of children and to ensure their voices are heard.

We are working towards three breakthroughs in how the world treats children by 2030:

• No child dies from preventable causes before their 5th birthday
• All children learn from a quality basic education and that,
• Violence against children is no longer tolerated

We know that great people make a great organization, and that our employees play a crucial role in helping us achieve our ambitions for children. We value our people and offer a meaningful and rewarding career, along with a collaborative and inclusive environment where ambition, creativity, and integrity are highly valued.