Jordan: Technical Advisory Services for the Refinement and Operationalization of MoE Teachers Policy Framework

Summary

SOFRECO is in charge for provision of technical advisory services to the Ministry of Education in Jordan. SOFRECO won the contract and is looking for an expert responsible of Technical Advisory Services for the Refinement and Operationalization of MoE Teachers Policy Framework.
SOFRECO is looking for an expert available for short term missions during 9 months. The first mission should begin in February, 2016.

Background

During the implementation of the initial phase of the Jordan’s major Education Reform for Knowledge Economy (ERfKE I), significant efforts were made by the MoE in close collaboration with its donors and partners to build considerable momentum to advance its reform agenda. To ensure the extension and sustainability of ERfKE I achievements, the MoE has continued the education reform momentum by engaging in a 2nd phase (ERfKE II) currently being implemented. One of the fields which got much focus during the implementation of the reform was Professional Development (PD) and teachers’ policies. As a result, the MoE developed the “Policy Framework for Teacher Preparation, Utilization and Career Development” with special focus on teachers’ professional development in addition to setting up the structure and the functions of Education Training Centre (ETC) which aims at developing and coordinating the implementation of teacher policies at the MoE. The policy framework introduced the following significant transformation in teacher professional development:

• The gradual shift from a supply-driven PD system to an open and reliable demand-driven approach based on teachers’ actual requirements and needs.
• The shift from an input-based PD to an output and outcomes-based approach, where the focus are mostly oriented towards concrete impacts of the PD processes on teaching in classrooms.
• The shift towards an integrated, coherent and flexible In-service Training (INSET) as well as Continuous Professional Development (CPD) model that meet both the country’s strategic aims and teachers’ individual needs and interests.
• The opening of the PD system towards multiple PD providers (i.e. public and non-public) and, accordingly, towards multiple PD offers and content - based on clear standards and requirements established by the MOE.
• The encouragement for the teaching staff to take over the ownership of their own professional and career path development.
  Unfortunately the full operationalization is still pending regarding a number of the above significant progresses.

Responsibilities

The overall purpose of this assignment is to assist the MoE in updating, improving and moving ahead the full operationalization of its existing Teacher Policy Framework. More specifically, the MoE requires technical advisory services in enhancing and operationalizing its Policy in the following areas:

• Induction training Program for newly appointed teachers.
• Teacher Continuous Professional Development.
• Capacity building for ETC staff to undertake its function.
• Teacher Utilization, appraisal, career path, and employment Policies.

The Consultant will undertake the following Duties and Responsibilities:

(a) Review the National Teacher Professional Standards and advise on how to operationalize these standards, and provide continuous technical guidance and advise to the existing technical committees on developing specific teacher’s professional standards per subject.
(b) Develop Generic Framework Outcomes for Teachers Professional Development for identified levels closely linked to teachers’ career development path. It is expected the framework will include three domains:
 - General Education
 - Subject Specific Pedagogy.
 - Extra-Curricular Topics.
(c) Assist the MoE in reviewing and improving the current induction program provided to the newly appointed teachers in line with the Policy Framework, and the Teachers Professional Standards.
(d) Review current in-service training programs in line with the National Teachers Professional Standards and proposed Career Path in order to formulate recommendations for improvement, alignment or adaptation.
(e) Assist the MoE in decentralizing the mechanism of the demand driven training courses, and school based training implementation. This should include the setting up of mechanisms to operationalize teachers’ mentoring/coaching within schools clusters.
(f) Assist the MoE in developing the tools to identify the teachers’ needs for in-service training, building on the existing practices of training needs identification via schools and districts improvement plans.
(g) Assist the MoE in developing new evaluation tools and methodologies reflecting teachers’ performance.
(h) Assist the ETC to undertake its functions, in particular with respect to the M&E which is considered as a relatively new function.

Expected Output/Deliverables:

i. Professional Development of Teachers (Induction Program)
(a) Current induction training program framework reviewed and improved.
(b) ETC staff capacity built in the Management, the Implementation, the Monitoring and Evaluation, the Quality Assurance of the MoE Induction Program based on updated/refined Policy Framework, and Teacher Professional Standards, as applicable.
ii. Teacher Continuous Professional Development (In-Service Training)
(a) Current in-service training programs reviewed and restructured in line with the updated/refined National Teachers Professional Standards and proposed Career Path. NB. The training programs revision should also be inform by exiting classroom observations studies (2012 & 2014).
(b) Classroom observation Methodology reviewed and enhanced based on the results of studies conducted in 2012 and 2014 and new tools/methods proposed for more rigorous/scientific identification of teachers training needs.
(c) A Monitoring and Evaluation Framework and System for the delivery of the MoE in-service training programs established and training provided to the MoE/ETC Staff on its use.
iii. Capacity Building of Educational Training Centre (ETC)
(a) An Operational Master Plan developed to allow ETC in better performing its functions of Quality Assurance, and Monitoring and Evaluation of PD training programs delivery.
(b) ETC staff trained in relevant core areas identified to enable them to undertake their duties and responsibilities.
(c) Criteria for MoE Trainers and Teachers Certification established and operationalized.
iv. Teacher Utilization, appraisal, career path, and employment Policies.
(a) A revised Teachers’ Recruitment, Utilization/Deployment Methodology, Evaluation and Career Development Path developed with a clear and coherent ranking/promotion system that is motivating for teachers, fully cost-effective and financially feasible for the MOE.

Expert Qualification and Eligibility Requirements:

(a) Post Graduate Degree (Ph. D.) in teacher education, education policy development, or equivalent qualifications and experience in related areas.
(b) Successful undertaking of at least one previous project of similar scope and nature.
(c) Substantial experience in teacher professional development policies and in operationalizing such policies.
(d) Experience in working on education policy advice at regional and/or international levels.
(e) Evidence of experience in teacher professional development policy analysis.
(f) Experience with large scale educational systems and educational reforms.
(g) Understanding of cultural and political context of Jordan is an asset.
(h) Excellent communication skills (written and oral) in English.
(i) Working fluency in Arabic is an asset.

Candidates are requested to send their CV before January 6, 2016 to Caroline ABSI (caroline.absi@sofreco.com) and Marine ROY (marine.roy@sofreco.com). Please include the position title in the email subject line.