Overview

This consultancy will support the development of Module 2 of an integrated Teacher Professional Development (TPD) training package, focusing on teaching numeracy for Grade 1-3 students.

Tasks Summary

• Develop TPD Training Module 2 for Grade 1-3 teachers focusing on numeracy.
• Develop TPD TOT Training Module 2 for District Trainers.
• Co-lead a five-day TOT in Jakarta.
• Submit a final report summarizing deliverables and recommendations.
• Finalize training content reflecting the syllabus.
• Provide input on alignment with national policies and program objectives.
• Suggest embedding climate change, gender equality, disability, and social inclusion considerations.

Experience Requirements

• At least 8–10 years of experience in primary numeracy instruction.
• Demonstrated expertise in adult learning and interactive training methods.
• Led the design and delivery of Training of Trainer programs.
• Led the development of training packages grounded in evidence-based pedagogy.
• Proven experience in design and delivery of Training of Trainers (ToT) programs, ideally for primary school teachers and teacher trainers.
• Experience developing facilitator guides, session plans, observation tools and classroom-ready materials related to numeracy.
• Demonstrated abilities in adult learning facilitation, coaching and mentoring, model teaching practices, and observation–feedback cycles.
• Demonstrated commitment to gender-responsive pedagogy, inclusive education and culturally relevant teaching practices.
• Candidates who have lead TOT or teacher training in low-resource settings, for teachers of students of mixed-language proficiency, and with limited classroom materials/textbooks is preferred.
• Knowledge of Indonesia’s National curriculum and standards is required.

Qualification Requirements

• Advanced degree (MA or PhD) in Education, Mathematics Education, Educational Psychology, Cognitive Science or a field related to curriculum and instruction.
• Technical Proficiency in (1) Evidence-based numeracy and mathematics instruction, e.g., number sense, arithmetic fluency, mathematical reasoning (2) Differentiated instruction for students struggling in mathematics (3) Use of formative assessment and diagnostic math tools to inform instructional adjustments (4) Inclusive numeracy pedagogy, including support for learners with learning differences (e.g., dyscalculia), multilingual learners, and students with disabilities, using Universal Design for Learning (UDL) principles.