The Early Childhood Development (ECD) Facilitator is responsible for designing and delivering learning programs for kindergarten teachers, children, and communities at the Hub centers and their Spokes. The role focuses on supporting the holistic development of children (emotional, language, cognitive, physical, and social) through engaging, needs-based activities.
The Facilitator also leads Learning Circles and conducts assessments such as the ASQ-3 and GGA. She spends 60% of her working time in classrooms, where she observes sessions, delivers model lessons, and guides and mentors teachers. The remaining 40% is spent in the Hub Office on planning and coordinating learning activities.
Key Responisibilities:
Program Setup and Coordination:
• Support the Program Coordinator and Center Coordinator in establishing, equipping, and launching ECD classrooms.
• Work with the Professional Development (PD) Coordinator to design, organize, and deliver the workshops and training programs required by ECD staff.
• Share learning documents and information with the Regional Program Coordinator when needed, including lesson plans, children's progress records, parent engagement information, teachers' needs and challenges, and learning material requirements.
Quality Assurance and Supervision:
• Ensure all ECD Spoke centers run regular, effective, and high-quality learning programs, and that teachers implement planned activities effectively and to standard.
• Monitor all activities at the Spoke centers and ensure teachers participate actively, responsibly, and positively in delivering the learning program.
• Monitor hygiene and safety standards in kindergarten classrooms, and ensure all learning materials are clean, safe, and suited to children's needs.
• Regularly evaluate the performance of ECD teachers in the centers under her responsibility and provide constructive feedback.
• Implement and monitor teacher evaluation forms, the GGA assessment tool, and other quality assurance tools to ensure continuous improvement in program quality and teacher performance.
Teacher Support and Professional Development:
• Support and guide teachers in the effective use of child development assessment tools, including the ASQ-3, Growth Monitoring Charts, and other related tools.
• Plan, lead, and facilitate Peer Learning Circle sessions, creating opportunities for shared professional growth among teachers.
• Take over teaching and classroom management during teachers' maternity or other leave, using innovative and effective teaching methods.
Classroom and Child-Focused Activities:
• Prepare and provide activities, teaching aids, and learning materials suited to the age, developmental level, and needs of the target children.
• Design and prepare innovative learning activities, stories, poems, educational games, and other supporting materials matched to children's abilities, progress, and program goals.
• Design, implement, and document daily and weekly lesson plans in line with the curriculum and program objectives.
• Interact positively and constructively with children, encouraging active participation in learning, social, and group activities.
• Provide a warm, safe, healthy, supportive, and nurturing environment for children's holistic development and effective learning.
Documentation and Reporting:
• Ensure all required documents, forms, and checklists are completed on time and properly recorded and filed, in line with program policies and procedures.
• Accurately record, update, and maintain daily records of children's attendance, participation, and progress.
• Regularly record, maintain, and document attendance records, assessment results, and children's progress reports according to established procedures.
• Prepare and submit regular progress reports (monthly, quarterly, and annual) to the Regional Program Coordinator, reflecting the achievements, challenges, and recommended improvements of the centers under her responsibility.
Promptly report any incidents, challenges, or problems in the centers, including student absenteeism, dropout, and academic or administrative issues, to the Program Coordinator and Center Coordinators.
