Teacher and School Leadership Lead

Reporting to: PMU Director

Employment condition: contract for one Year with the possibility of extensions

Direct reports:  N/A

Duty station: Addis Ababa, Ethiopia, with occasional field travel

Number of positions: One (1)

Salary: As per the organization’s salary scale

Application Deadline: 10 October 2025

The overall purpose of the role:

The Teacher and School Leadership Lead will provide strategic and technical leadership for the design, development, and implementation of teacher professional development and school leadership training under the program. This role will oversee training content produced by consortium partners to ensure it is consistent with Ministry of Education policies, incorporates inclusive and gender-responsive pedagogy, and supports the delivery of the competency-based curriculum. The Lead will work within the Project Management Unit (PMU) serving as the main primary liaison with government counterparts on the design and implementation of the training.

·         Work collaboratively with government and donor counterparts to report on program implementation and outcomes. Facilitate informed discussions on the progress of continuous professional development and school leadership components of the program

·         Represent the consortium at the Technical Steering Committee and Program Advisory Board as directed by the Consortium Lead

·         Oversee and quality assure the design and delivery of pre-service and in-service teacher professional development on Careers and Technical Education and Competency-Based Curriculum

·         Oversee and quality assure the design and delivery of school leadership training conducted by consortium partners to enhance the instructional leadership capacity of school leaders and middle tier female teachers

·         Ensure training content produced by the consortium is high quality, aligned with Ministry of Education policies, and focuses on competencies in subject-specific pedagogy, digital skills, entrepreneurship, and mental health support, particularly for teachers in displaced communities

·         Work with the PMU GESI Lead to ensure training content produced by consortium partners incorporates inclusive and gender-responsive pedagogy

·         Provide guidance to consortium partners on how to support school principals, supervisors, and regional bureaus in translating training into improved classroom practices.

·         Support the Consortium Lead and MEAL Lead in the establishment of data systems capable of monitoring educational outcomes at all levels. Track performance across activities, outputs, and outcomes to ensure program commitments are met.

·         Coordinate with other members of the PMU including finance and MEAL leads to ensure consortium partners training delivery is budgeted, aligned with timelines, and delivers value for money

·         Provide support and mentorship to regional technical specialists to strengthen their capacity in teacher training and school leadership development methodologies

·         Provide support and mentorship to regional technical specialists to strengthen their capacity in teacher training and school leadership development methodologies

·         Contribute to technical components of donor reports by providing timely, accurate, and results-focused input on teacher development and school leadership programming.

·         Lead the compilation and preparation of consolidated narrative and analytical reports for the teacher professional development and school leadership components of the program, synthesizing inputs from consortium partners and regional technical teams. Ensure reporting is aligned with donor templates and timelines, and highlights achievements, lessons learned, and areas for improvement.

·         Collaborate with consortium learning leads to document and disseminate promising practices and innovations in teacher and leadership development within the program

·         Foster an environment that supports values of women and men, and equal access to information.

·         Provide a work environment where women and men must be evaluated and promoted based on their skills and performance.

·         Respect beneficiaries’ women, men, and children (boys and girls) regardless of gender, sex orientation, disability, or religion. race, color, ancestry, national origin, age, or marital status.

·         Value and respect all cultures.

Safeguarding Commitment

Imagine1day has zero tolerance for violations of Child and Adult Safeguarding, Sexual Exploitation and Abuse, and the Code of Conduct. In the process of recruitment, selection, and appointment Imagine1day implements a range of procedures and actions including Criminal Background Checks/ International vetting/Certificates of good conduct to ensure children and vulnerable adults are safeguarded and abuse is prevented.

·           Minimum 7 years of experience in designing and delivering large-scale teacher professional development and school leadership training programs. Proven background in education reform, technical assistance, and collaboration with Ethiopian education institutions is essential.

Essential:

·         Special knowledge in education policy, curriculum development, teacher development, school leadership, and inclusive education.

·         Understanding of education reforms and competency-based curriculum in Ethiopia and the various policies and guidelines on Teachers and education development programs.

·         Knowledge of project management and monitoring program outputs.

Desirable:

·         Extensive knowledge of Ethiopian regions.

Experience

Essential:

·         Extensive experience in designing and delivering teacher and school leadership training programs.

·         Experience in education reform and technical assistance programs.

·         Experience working with Ethiopian further education institutions, including universities and teacher education colleges

Desirable:

·         Experience in leading and managing delivery-focused teams.

·         Experience of designing and delivering careers and technical education programs

·         Experience in working with higher education institutions of learning

Skills

Essential:

·         Excellent interpersonal and motivational skills.

·         Strong verbal and written communication skills.

·         Proven managerial skills in managing technical, human, and financial resources.

• Master’s degree or above in education, teacher Education, or related field.

• Language: English and Amharic. An additional national language is an advantage.
• Level of language required: Fully operational.

• Imagine 1day Internal staffs
• Imagine 1day External partners (Pension Office, Landlord, and other government & private organizations