Fresh Jobs at Teaching at the Right Level (TaRL)

Role Purpose 

• Teaching at the Right Level (TaRL) Africa seeks to fill Programme Delivery and Training Assistant  roles, which will provide support to coordinate and facilitate TaRL activities across Teacher and Mentor Capacity Building, Measurement and Monitoring, Community Engagement, and Research and Learning at the LGA level.  The primary purpose of the role is to build government actors' capacity and systems to ensure that effective TaRL classes are delivered and learning outcomes improve. Programme Delivery and Training Assistants will be allocated LGAs to improve the Fidelity of the program at the LGA level.  The role will require someone dynamic, creative, good at managing multiple tasks, and passionate about improving the learning outcomes of all children. The position forms part of the state and regional team and will be based in the focus state/LGA with some travel across the state.

Major roles and responsibilities:

Strengthen Teacher and Mentor Capacity for Improved Instructional Quality (30%)

• Demonstrate a strong understanding of the TaRL approach and instructional coaching techniques, contributing to effective teacher and mentor support systems across the assigned LGA.
• Leverage experience from classroom practice of the TaRL methodology to develop actionable insights that improve teacher training and mentoring quality.
•  Improve the quality of the TaRL program by supporting teachers and mentors to deliver TaRL sessions more effectively, with targeted support for schools and teachers who require it.
• Conduct quality assurance for training sessions at the LGA level to improve the competence of implementation teams in delivering the TaRL methodology.
• Drive continuous improvement in classroom delivery through regular, results-focused coaching and support for teachers and mentors.
• Strengthen the competence of Local Government Education Authorities to independently support and monitor TaRL activities, contributing to long-term sustainability.
• Support the institutionalization of data-driven reflection by ensuring that review meetings are routinely conducted and lead to actionable decisions that enhance program delivery.
• Ensure that critical challenges identified during reflection meetings are resolved within one academic term, resulting in tangible improvements in teaching and learning outcomes.
• Provide timely, strategic feedback to the TaRL Africa team, enabling responsive decision-making and program refinement.
• Contribute to the development and improvement of Teaching and Learning Materials that address emerging needs and enhance instructional delivery across contexts.

Leverage Data for Continuous Program Improvement and Accountability (20%)

• Ensure the timely and accurate collection of assessment and monitoring data, leading to reliable tracking of student learning outcomes and program fidelity.
• Strengthen government ownership of data processes by supporting smooth, consistent data entry and collation systems, contributing to better planning and decision-making.
• Generate high-quality process monitoring reports that inform program design and adaptive implementation at the LGA level.
• Use data insights to identify learning gaps, highlight successes, and recommend targeted interventions, resulting in improved teaching strategies and student performance.
• Provide evidence-based feedback during program reviews, enabling data-driven refinements to TaRL implementation across allocated LGAs.

Contribute to Innovation and Learning to Strengthen TaRL Programming (15%)

• Contribute to evidence generation by collecting high-quality, relevant data that informs strategic decisions and policy advocacy.
• Document field insights that can be leveraged for innovations and program adaptations, improving the effectiveness and contextual relevance of TaRL interventions.
• Enhance program responsiveness by systematically reporting classroom successes, challenges, and best practices to inform continuous learning.
• Improve student engagement and learning outcomes by supporting the design of innovative classroom strategies in response to emerging challenges.

Foster Community Ownership and Support for Foundational Learning (15%)

• Increase community awareness and ownership of TaRL by building strong relationships with parents, local leaders, and stakeholders, resulting in greater support for program activities.
• Improve school attendance and engagement by sharing student learning data with communities and empowering parents and leaders to advocate for consistent school participation and improved learning outcomes.

Ensure Effective Coordination and Responsive Implementation at the LGA Level (20%)

• Strengthen local education systems by serving as the primary liaison for TaRL activities in assigned LGAs, ensuring alignment and collaboration with government officials and school leadership.
• Improve program delivery by proactively identifying implementation challenges and facilitating timely, context-specific solutions that minimize disruptions and enhance impact.
• Enable data-informed decision-making at higher levels by providing regular, actionable reports and insights from the field to regional teams.

Education and Requirements

• HND/Bachelor’s degree/ Diploma or NCE in Education, Social Sciences, or a related field.
• HND/Bachelor's minimum of 1 year/Diploma minimum of 3 years/NCE minimum of 5 years of experience in field-based roles, preferably in education or community-based programs.
• Strong project management skills with the ability to manage multiple tasks and deadlines.
• Experience in teacher training, mentoring, or capacity-building roles is preferred.
• Excellent communication skills, both verbal and written, to engage with diverse stakeholders.
• Experience with community engagement and mobilizing support for educational initiatives.
• Willingness to travel within the state and engage in fieldwork in challenging environments.
• Proficiency in local languages spoken in the region is an added advantage.

Key Competencies

• Problem-Solving Skills: Ability to develop and test creative solutions for implementation challenges.
• Adaptability: Able to adjust approaches based on the realities of the field and stakeholder needs.
• Interpersonal Skills: Strong relationship-building abilities to work effectively with teachers, government officials, and communities.
• Passion for Education: A genuine interest in improving learning outcomes for children in Nigeria.
• Flexibility: Willing to take on multiple roles and handle various responsibilities as needed.

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Role Purpose 

• Teaching at the Right Level (TaRL) Africa seeks to fill the role of a Programme Delivery and Training Associate, who will oversee the development and adaptation of high-quality, contextually relevant, instructional materials and training programs that support effective teaching and learning. The Associate will also play a key role in facilitating TaRL activities related to Teacher and Mentor Capacity Building, Monitoring and Assessment, and Research and Learning at the state level. This role combines instructional design expertise with strategic content development to drive learner outcomes in foundational literacy and numeracy. Additionally, the PD&T associate manages multiple tasks effectively, produce technical reports, and communicate persuasively to advocate for content-related improvements. Ultimately, this role is central to translating the TaRL methodology into high-impact instructional materials and training experiences that are scalable, sustainable, and responsive to learner needs.

Major roles and responsibilities:

Lead Strategic Capacity Building to Drive Instructional Excellence (30%)

• Translate classroom insights and pedagogical expertise into scalable training and mentorship frameworks that improve the quality and impact of the TaRL Program.
• Strengthen TaRL instructional delivery by designing and implementing differentiated support systems tailored to the specific needs of schools and implementation team members requiring support.
• Oversee the quality assurance of all training and coaching activities in the state to ensure alignment with program standards, while continuously building the technical capacity of implementation teams at the state, LGA, and school levels.
• Build the capacity of SUBEB Officials and Local Government Education Authorities (LGEAs) by providing mentorship and TaRL Classroom delivery oversight that supports long-term program ownership.
• Contribute to strategic reflection and learning processes, facilitating cross-level reviews to inform adaptive implementation and continuous refinement of instructional support models.

Leverage Data for Continuous Program Improvement and Accountability (25%)

• Drive data-informed decision-making regarding the delivery of the TaRL Approach by ensuring the use of assessment and monitoring data to strengthen instructional effectiveness and program fidelity.
• Foster government accountability and ownership of training systems through the advocacy of institutionalizing streamlined processes that enhance capacity building.
• Generate actionable insights from high-quality process and Learning outcome data to inform adaptive program design, improve resource allocation, and elevate the effectiveness of implementation in Kaduna State.

Support Innovation and Learning to Strengthen TaRL Programming (20%)

• Actively participate in strategic learning and innovation efforts that generate actionable evidence to inform high-level decision-making, strengthen policy engagement, and enhance the long-term sustainability of TaRL programming.
• Translate field intelligence into scalable solutions by synthesizing implementation insights into adaptive strategies that improve program relevance, effectiveness, and responsiveness to local contexts.
• Improve the quality of program innovations by contributing to the design, testing, and validation of new approaches in collaboration with state, regional teams, and other relevant TaRL Africa teams.
• Support the Institutionalization of continuous learning cycles by reporting evidence of classroom successes, implementation challenges, and emerging best practices to inform strategic adaptations and improve program delivery.

Support to strengthen Team Efficiency and Build Capacity for High-Quality Program Delivery (25%)

• Enhance implementation quality and consistency by building the capacity of Program Delivery and Training Assistants to deliver high-quality mentoring and coaching, ensuring alignment with TaRL standards and accelerating teacher growth across implementing LGAs.

• Drive operational excellence by streamlining internal workflows, promoting knowledge sharing, and ensuring timely, high-quality reporting that informs strategic decision-making and stakeholder engagement.
• Improve program documentation and learning by supporting team members in synthesizing field insights into clear, outcome-focused reports that demonstrate progress, highlight innovations, and inform adaptive management.
• Ensure sustained delivery capacity by mentoring Program Delivery and Training Assistants and other team members, strengthening their technical skills on the TaRL Methodology.

Education and Requirements

• Bachelor’s degree in Education, social sciences, or any relevant field
• A minimum of 2 two years’ experience working within the education space.
• Working knowledge of the Nigerian curriculum 
• Capacity to undertake textbook analysis, develop instructional practices, and assessment tools
• Good command of written and spoken English and Hausa language

What makes you the right fit?

• You are passionate about children and their education
• You believe in the power of government systems to create large-scale change
• You enjoy working in rural and semi-urban settings
• You are driven by the impact of your work
• You enjoy traveling, including to remote areas
• You have a love for learning, for different cultures
• You are open to challenging yourself and others in the best interest of the programs