The Ugandan Jobline

• In conjunction with the other Performance Leads, the School
  Performance Lead will work with the MoES and Education Development
  Partners (EDPs) to stimulate change at school level in selected districts
  by implementing data-informed initiatives which will lead to improved
  school performance.
• At the end of the programme, improved performance would be seen in:
• Raised standards of achievement in literacy and numeracy in grades
  1-3
• Enhanced quality of experience for both pupils and teachers
• Sustained school-based staff development
• Improved school management
• Strengthened community involvement
• Improved accountability.

• Holding Design Consultation Workshops regionally or in districts,
  with other lead advisers, regional and district co-ordinators to identify
  issues and develop strategies to address school performance.
• Providing oversight, support and leadership to SESIL’s regional and
  district staff.
• Monitoring programme implementation and ensuring review, production
  and submission of relevant education data and reports as agreed with
  SESIL’s senior management team.
• Liaising and co-ordinating with the MoES and EDPs on all aspects of
  school improvement at primary level.
• Improving school leadership by working with the MoES, EDPs and
  district education staff to design and implement a leadership training
  programme and a handbook for primary head teachers that they can reference
  in their daily practice.
• Identifying and addressing institutional barriers to developing an
  appointment system for head teachers based on performance and with it a
  revised salary structure.
• Strengthening school quality assurance procedures (school
  self-evaluation) that link closely to inspection, the Local Government
  Performance Assessment Framework, support services and the ability of
  schools to respond to inspections.
• Developing, with the other lead advisers, the CCTs and PTCs to
  enable them to provide an effective advisory and support service to
  schools.
• Creating with the SMCs a greater involvement of communities in the
  management and support for their schools.
• Establishing with communities a voluntary pre-primary school
  readiness programme to improve the transition of children to primary
  school.
• Ensuring that all activities are informed by a recognition of gender
  and inclusion issues.

• The applicant must hold a recognised teaching qualification and a
  higher qualification in education or a related area with extensive
  experience working in the education sector, more recently at a senior
  management level.
• Extensive practical experience of developing systems for school
  improvement, professional development programmes for school leadership and
  management for head teachers and local education managers.
• Wide experience of primary education.
• Excellent writing skills and proven experience of materials
  development for both training purposes and as reference documents.
• Excellent training skills and recent practical experience in the
  planning and delivering of training to a wide range of audiences.
• Knowledge of current international literature on school improvement
  and school performance, gender and inclusion.
• Strong knowledge of educational development issues in Uganda and the
  constraints that may hamper effective and efficient action to address such
  constraints.
• Good inter-personal skills and an ability to manage change through
  other people.
• An ability to lead and motivate colleagues, to act as a leader but
  also as a member of a team.
• Proven ability to provide constructive guidance and feedback to
  other professionals.

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