Teacher- FLN Lab

Background

Approach

• Co-creating high-quality curricular resources and building teacher capacity
• Developing academic leadership to coach and mentor teachers
• Providing data-driven advisory support and policy implementation guidance

About FLN Lab

• What effective FLN classroom practice looks like in a real government-school context
• How FLN content and learning progression can be structured and implemented
• How pedagogies such as I Do – We Do – You Do can be translated into effective classroom practice
• Which classroom strategies, routines and TLMs contribute to student learning
• What changes in classroom practice lead to improved student learning outcomes
• Which practices and approaches have potential to be adapted through LFE’s Sub-scale and Scale work

and Responsibilities

Classroom Practice & Student Learning Outcomes (40%)

• Plan and deliver high-quality FLN lessons aligned with the agreed curriculum, learning progression and programme goals.
• Teach assigned primary grades, including Grades 1–3 and/or Grades 4–5, as per the FLN Lab design.
• Translate FLN pedagogy into effective classroom practice, including I Do – We Do – You Do, guided practice, independent practice and differentiated support.
• Establish clear classroom routines and create a safe, engaging and learning-focused environment.
• Use appropriate TLMs, activities and classroom resources purposefully to support learning.
• Continuously check student understanding and identify misconceptions and learning gaps.
• Use assessment and classroom evidence to adapt instruction and provide targeted support.
• Track student progress against defined FLN learning outcomes and take ownership of improving student learning.
• Prioritise student learning over completion of activities or curriculum coverage.

Practice Refinement & Evidence Building (25%)

• Implement agreed FLN approaches consistently and use classroom evidence to identify opportunities for refinement.
• Systematically test and refine lesson structures, instructional strategies, TLMs and classroom routines.
• Identify what works, for whom, under what conditions and why.
• Document significant instructional adaptations, student responses and their effect on learning.
• Contribute to identifying practices that demonstrate potential for adaptation at scale.
• Participate actively in academic reflection and review cycles with the Senior Project Associate and LFE team.
• Develop the classroom as a demonstration site for effective FLN practice.
• When required, model lessons and classroom practices for LFE team members, teachers or other relevant stakeholders.

Observation, Coaching & Continuous Improvement (15%)

• Participate actively in regular classroom observation, feedback and coaching cycles.
• Reflect on observation feedback and translate it into specific improvements in classroom practice.
• Work closely with the Senior Project Associate through a continuous observation → feedback → practice → re-observation cycle.
• Maintain lesson plans, reflection notes and records of classroom learning.
• Use student work and assessment evidence to evaluate the effectiveness of instructional decisions.
• Demonstrate measurable improvement in identified areas of classroom practice.
• Be open to close academic scrutiny and consistently work towards agreed quality standards.

Documentation & Knowledge Building (15%)

• Maintain systematic records of lesson plans, student assessments, attendance, student work and learning progress.
• Capture evidence of changes in classroom practice and student learning.
• Document effective practices, challenges, adaptations and key classroom learnings.
• Contribute classroom evidence and insights to case studies, practice notes and other LFE knowledge products.
• Support the Senior Project Associate in generating credible proof points from the FLN Lab.
• Contribute to identifying classroom practices and learnings that can inform LFE’s Depth, Sub-scale and Scale approach.

School & Stakeholder Engagement (5%)

• Build a positive and professional relationship with the Head Teacher and school staff.
• Coordinate with school stakeholders to ensure smooth implementation of the FLN Lab.
• Communicate classroom progress, challenges and requirements appropriately.
• Represent LFE professionally and contribute to building ownership of the FLN Lab within the school.
• Maintain respect for and sensitivity to the realities of the government school context.

Requirements

Education & Experience

• Graduate degree in Education or a related field; B.Ed./D.Ed./D.El.Ed. or equivalent preferred.
• 1–3 years of classroom teaching experience, preferably with primary-grade students.
• Experience in FLN teaching or foundational learning is preferred.
• Experience working in government or low-resource school contexts is an advantage.
• Familiarity with FLN curriculum, pedagogy and classroom practices.

Knowledge, Skills & Capabilities

• Strong conceptual and practical understanding of Foundational Literacy and Numeracy (FLN).
• Strong classroom teaching, lesson planning and classroom management skills.
• Ability to translate pedagogical principles into effective classroom practice.
• Strong understanding of learning progression and age-appropriate instructional practices.
• Ability to use assessment and student work to adapt teaching.
• Ability to implement I Do – We Do – You Do and other structured instructional approaches effectively.
• Strong observation, reflection and problem-solving skills.
• Ability to explain the rationale behind instructional decisions and classroom strategies.
• High academic rigorous and attention to detail, with a strong commitment to not compromising on classroom quality or student learning.
• Willingness to receive feedback, experiment systematically and continuously improve practice.
• Ability to demonstrate/model effective classroom practices for others.
• Strong documentation and evidence-building skills.
• Good communication skills in Marathi; working knowledge of English preferred.
• High ownership, discipline, patience and resilience.
• Ability to sustain consistent, high-quality classroom practice over time.
• Strong belief in the potential of students in government schools and commitment to strengthening public education.

Location and Compensation