Teacher Coach

The JGF Teacher Coach plays a vital role in supporting programme participants (novice teachers) in their professional journey, fostering their growth into expert educators. This is achieved by building trusting, one-on-one coaching relationships, providing psycho-social and pedagogical support, and facilitating programme activities both online and in person. The role involves classroom observation, feedback, and guidance aligned with DBE NTIP and SACE requirements. Teacher Coaches contribute to programme planning, stakeholder engagement, and data-driven reporting, while collaborating across teams to enhance programme delivery. Success in this role requires strong coaching capabilities, adaptability, stakeholder management, and a commitment to developing others. 

Purpose of Role

The JGF Teacher Coach plays a vital role in supporting programme participants (novice teachers) in their professional journey, fostering their growth into expert educators. This is achieved by building trusting, one-on-one coaching relationships, providing psycho-social and pedagogical support, and facilitating programme activities both online and in person. The role involves classroom observation, feedback, and guidance aligned with DBE NTIP and SACE requirements. Teacher Coaches contribute to programme planning, stakeholder engagement, and data-driven reporting, while collaborating across teams to enhance programme delivery. Success in this role requires strong coaching capabilities, adaptability, stakeholder management, and a commitment to developing others. 

Objectives of Role

Programme Planning

• Participate in planning for programme activities and events.  
• Facilitate and support facilitation at programmatic activities and events.  
• Recommend independent specialists / speakers / external facilitators to deliver specified and relevant sessions when necessary.
• Develop and refine activities, materials and tools for use in the Programme implementation.

Programme Implementation

• Provide relevant online or in-person coaching, check-ins and psycho-social support to programme participants individually and as a group for the duration of the programme.
• Observe participants in their classrooms to identify areas of strength and growth and to provide constructive feedback.
• Support the completion of all programmatic diagnostic and evaluation tools and provide coaching from this data to support their development.
• Support the programme participants in completing programmatic activities.
• Support the programme participants to complete fulfil partner requirements.
• Monitor and evaluate psycho-social progress of programme participants.
• Refer programme participants to relevant psycho-social and external support resources, when necessary.
• Responsible for maintaining high programmatic engagement.
• Support the communication between programme participants and JGF; act as the contact point for JGF.

Evaluation, Analysis and Reporting

• Collate and complete cohort and programme reports.
• Analyse data and provides insights on trends within their cohorts.
• Make recommendations to the Programmes management team, Exco and/or the Board regarding their cohort and / or the programme.
• Complete programme and M&E evaluations in accordance with policy and processes.

Stakeholder Management

• Build and maintain regular and appropriate contact with schools, including with School Management Teams / Head of Schools / Principals / Line managers.  
• Maintain relationships with key stakeholders in industry and / or partner organisations.  
• Maintain regular contact with key stakeholders.  
• Conduct research and consults with key role players to make recommendations for further development of programme.
• Supports with advocacy and awareness campaigns as appropriate.

Experience and Qualifications

Education

• Education qualification (PGCE / BEd)

Experience

• Required: Experience as a primary school teacher in a South African classroom.
• Minimum 5 years of experience; preferable 8-10 years of experience in primary school.
• Experience in Foundation Phase will be an added advantage.
• Fluency in either of these languages Sepedi and/ or IsiTsonga is essential 

Additional Requirements

• This is a travelling role and requires the use of your own vehicle.

Skills

• Coaching skills
• Project management
• Time management
• Reporting and data analysis
• Facilitation skills
• Written and verbal communication
• Planning and organising
• Computer literacy  
• Classroom observation and feedback techniques  
• Development and refinement of programme materials
• Knowledge of DBE NTIP and SACE portfolio requirements (preferred) 

Competencies

• Developing others
• Adaptability
• Stakeholder management
• Collaboration
• Accountability