Academic Associate- DTP

Background

Approach

1. Co-creating high-quality curricular resources and building teacher capacity
2. Developing academic leadership of system leaders to coach teachers and mentor them
3. Providing data-driven advisory support and policy implementation guidance

and Responsibilities

Key Responsibilities

1. Program Implementation & Team Management – 30%

• Prepare and implement monthly and quarterly plans with clear teacher practice and classroom improvement goals across assigned blocks and schools.
• Manage and support a team of Academic Coordinators and set clear expectations for field implementation, teacher visits, classroom observations, coaching, demonstrations, training and reporting.
• Own program implementation and quality of inputs across assigned blocks, identify gaps early and ensure timely follow up with ACs and relevant stakeholders.
• Plan and monitor field visits, co-visits, classroom observations, mentoring and demonstration lessons.
• Regularly review progress against plans and ensure that agreed actions are completed on time.
• Identify field level implementation challenges and work with the team and relevant stakeholders to resolve them.
• Ensure that the team's focus is not only on completing activities, but also on improving the quality of teacher and classroom practices.

2. Academic Leadership, Classroom Observation & Teacher Support – 25%

• Lead the development of selected demonstration classrooms against identified teacher and classroom practices.
• Conduct regular co-observations with ACs and Kendra Pramukhs and provide feedback on the quality of observation and teacher mentoring.
• Identify 2-3 priority practices for each Depth teacher/classroom based on observation evidence and track improvement across observation cycles.
• Model FLN practices through classroom demonstrations and support ACs to do the same.
• Review whether feedback given to teachers is being implemented in subsequent classroom observations.
• Document practices from demonstration classrooms that are working well and use these learnings to improve teacher support and training.

     Develop Academic Coordinators

• Identify individual AC capacity and performance gaps through field visits, classroom observations, team reviews and 1:1 conversations.
• Plan and conduct need-based coaching, mentoring and skill-building sessions for ACs.
• Strengthen AC skills in FLN pedagogy, facilitation, classroom observation, feedback, communication and field implementation.
• Use modelling, practice, co-facilitation, shadowing and feedback to build AC capability.
• Track individual development goals and provide regular developmental feedback and support.
• Facilitate peer learning and sharing of good practices across the team.

     Support Teacher and Middle Manager Training

• Plan and facilitate teacher training and middle-management training at block and cluster levels.
• Ensure training sessions include strong demonstrations, practice and opportunities for participants to apply what they are learning.
• Coordinate training schedules, participants, resources and follow-up.
• Track how training inputs are understood and used by ACs, government functionaries and teachers.
• Identify where concepts or practices are getting lost or becoming weaker as they move through different levels, and provide additional demonstration, practice or support where required.
• Use feedback and field evidence to continuously improve future training sessions.

4. Stakeholder Engagement – 15%

• Coordinate with Kendra Pramukhs, BEOs, Extension Officers and Headmasters to secure required dates, participation, school access and other support for program activities.
• Conduct regular program reviews and joint field visits with relevant government stakeholders.
• Maintain clear action points from government meetings and follow up until closure.
• Escalate delays in permissions, participation or implementation that affect program delivery.

• Track teacher coverage, classroom observations, coaching, demonstrations and training against monthly and quarterly plans.
• Track changes in identified teacher and classroom practices, not only completion of activities.
• Identify teachers, schools, clusters or ACs where implementation is below expectations and plan additional support.
• Identify high-performing teachers/classrooms and document what is working differently.
• Ensure program data submitted by ACs is complete and accurate through regular checks and field validation.
• Submit regular updates covering progress, gaps, evidence, actions and support required.

Requirements

Education & Experience

• 2-3 years of experience in FLN, education, teacher training or educational program implementation.
• Experience working with government teachers in Maharashtra through classroom teaching, FLN support, classroom observation, coaching or lesson demonstration is mandatory.
• Proficiency in reading, writing and speaking Marathi is compulsory.
• Experience in facilitating teacher training and/or managing or mentoring a small field team is mandatory.
• Graduation in  D.Ed., B.Ed. or MA Education is highly desirable.
• Experience conducting classroom observations and providing feedback or coaching to teachers is highly desirable.
• Experience working with government education functionaries such as Kendra Pramukhs, Teacher Mentors, BRCs/CRCs, Head Teachers or DIET faculty is desirable.
• Experience supporting school improvement or demonstration classroom initiatives would be an advantage.
• Must have a valid two wheeler driving licence and access to a two wheeler for regular travel across assigned schools and blocks.

Knowledge, Skills & Capabilities

• Strong understanding of FLN and classroom pedagogy, demonstrated through facilitation, observation or classroom demonstrations.
• Ability to observe a classroom, identify specific gaps and provide actionable feedback.
• Ability to facilitate large group trainings
• Ability to coach through observation, modelling, practice and feedback.
• Ability to prepare and track implementation plans across multiple schools and blocks.
• Ability to read program data, identify gaps and convert findings into follow-up actions.
• Strong spoken and written Marathi, with working knowledge of English.
• Ability to document field observations, meeting actions, program progress and evidence clearly.

Location & Compensation