Educator Coach

Reflective Learning; Kimberley; On-site; ZAR 25,000 - 45,000; Full time

Job summary

Reflective Learning seeks an Educator Coach in Kimberley to support Foundation Phase teachers through effective coaching and professional learning communities. Ideal candidates will have a teaching degree, 5+ years of experience, and a commitment to educational excellence. Responsibilities include classroom observations, feedback, and resource identification to enhance teacher development and improve student learning outcomes.

Qualifications

• Minimum of 5 years classroom teaching experience in the Foundation Phase.
• Fluent in English and Afrikaans.
• Valid Code 8 Driver’s licence and own car required.

Responsibilities

• Observe classroom instruction to provide feedback to teachers.
• Lead professional learning communities at schools.
• Build relationships with teachers to foster a supportive environment.

Skills

Communication

Organizational Skills

Instructional Coaching

Education

Teaching or relevant degree/diploma specializing in Grade R/Foundation Phase

SACE registration

Job description

Reflective Learning is passionate about creating scalable and impactful education solutions, accessible to all teachers and learners. Our NextGen Teacher Development programme is focused on upskilling Foundation Phase teachers (Grade R to 3) in ten schools in the Kimberley, Northern Cape. This programme entails video-based courses, professional learning communities, regular coaching, and a digital community.

As an Educator Coach, you will play an important role in guiding and developing the teaching practice of in-service teachers within this programme. You will be working with ten schools and their respective Foundation Phase departments.

The primary duties as the Educator Coach will include:

• Building Relationships: Establish trust and rapport with teachers, creating a safe and supportive environment for professional growth.

• Observation and Feedback: Observe classroom instruction to provide constructive and supportive feedback to teachers. Where appropriate, demonstrate effective teaching practices through modelling lessons or providing examples.

• Professional Learning Communities: Lead professional learning communities at the schools with the Foundation Phase department as a support to the video-based courses. This should incorporate reflective practice to self-evaluate their teaching methods and identify areas for growth, while fostering a culture of collaboration to share and grow in new ideas.

• Development Monitoring: Recording baseline and ongoing teacher practices as per the programme’s rubrics. This will aid internal tracking purposes; results of individuals will not be shared with educators or externals.

• Resource Identification: Recommending resources that may be needed for schools to progress in their teaching practice.

General duties include:

• Leading and/or participating in regular staff meetings, team activities and personal development opportunities when offered.
• Endorsing, promoting and embodying the Reflective Learning vision, mission and values.
• Contributing toward the team’s success by being available to assist outside of the above responsibilities where necessary and reasonable to do so.

Requirements:

• Teaching or relevant degree/diploma specialising in Grade R/Foundation Phase
• SACE registration
• Minimum of 5 years classroom teaching experience in the Foundation Phase
• Sound knowledge of the Foundation Phase CAPS
• Valid Code 8 Driver’s licence and own car for extensive travel
• Police clearance certificate
• Fluent in English and Afrikaans
• Strong verbal and written communication in English
• Reside in Kimberley, or willing to relocate to the area
• Highly organised and able to work independently to achieve project objectives
• Able to start in June 2024 (or soon thereafter)

Advantageous:

• Previous experience in teacher training, coaching or mentoring
• Experience of working in remote areas
• Have used technology in their teaching experience

We are open to applications for full-time and part-time roles (please indicate this when applying).

Ultimately, this role is an ambassador for the values for which Reflective Learning stands:

• OWNERSHIP. We get things done, taking personal responsibility for the quality and outcomes of our work while proactively seeking ways to improve.
• BOLD. We care about real impact, not the façade of success. We are unapologetic in our drive to normalise Personalised Competency Based Learning and develop lifelong, independent learners.
• CARE. We work to equitably improve student learning outcomes and to deeply understand those we serve so that we can meet their needs. We believe that teamwork and partnerships do better work and reach more people than individuals.
• EXCELLENCE. Guided by our curiosity and academic rigour, we push ourselves to learn and improve. We continually strive to produce outstanding work.
• HONEST. We use each minute we’re given purposefully, staying focused on our overall goal. We have candid conversations and don’t hide from mistakes because they make us better. We report on our educational impact regularly and openly.