We are seeking an Indian national consultant to co-convene and co-facilitate two meetings of a high-level interest group focused on teacher assessment of classroom performance in India. The consultant will write a case study utilising the data produced in the meetings combined with desk-based research on teacher assessment and evaluation in India.

Details

Location India
Duration Work to be completed by 31 December 2017
Closing date Wednesday, 9 August 2017

Role overview

ABOUT THE PROJECT

The British Council’s English for Education Systems (EES) strategic business unit is currently exploring the pros and cons of different approaches to assessing English language teachers’ knowledge, skills and classroom performance. This aims to inform both our and others work in this sector, around the world.

In India, EES has been working on teacher development projects since 2007, in partnership with 12 state governments and other organisations. These programmes primarily include a focus on developing English language skills and the skills of English language teachers, but we increasingly work with teachers working on subject areas across the curriculum. All our teacher education programmes are designed and implemented using our Teaching for Success approach (see www.britishcouncil.in/teaching-for-success), which incorporates a strong focus on assessment, monitoring and evaluation. The proposed activities to be undertaken within this consultancy are intended to inform policy development and the implementation of appropriate teacher evaluation processes and systems at school, state and national levels in India.

ABOUT THE ROLE

The focus of this consultancy has four components:

1. To co-convene and co-facilitate (with the British Council team) two meetings of a high-level interest group of relevant professionals representing government departments (national and state level) and non-government organisations (national and international), focusing on answering the following questions:

  • What is the current scenario in relation to the assessment of teachers’ knowledge, skills and classroom practice in India?
  • What are some examples of small and large scale teacher assessment initiatives that have succeed or failed and what are the reasons for these outcomes?
  • What developments are needed to enable a more comprehensive and supportive approach to teacher assessment?
  • How can evidence inform changes in policy in this area at school, state and national levels?

2. On the basis of the first meeting of this interest group and data from existing literature and evidence, to write a case study on teacher assessment and evaluation in India, with specific reference to English language teachers. This case study will then be presented to and refined by the interest group in the second meeting.

3. To co-facilitate a launch event of the case study report (alongside a global British Council literature review on the assessment of teacher performance).

4. To co-produce a set of three further outputs based on the above publications, targeted at different stakeholder groups (e.g. policy briefing note; webinar; short video introduction to the case study).

The case study is expected to draw on evidence from credible sources and include references to real-life examples.

Timeline

  • Background research and planning for 1st meeting of interest group: August
  • First meeting of interest group: September
  • Draft of case study completed: September
  • Review and feedback from interest group / second meeting: October
  • Second draft of case study completed: October
  • Feedback and revisions: October and November
  • Finalised manuscript: November
  • Preparation of additional outputs (e.g. policy brief / webinar / video intro): November
  • Proofreading and design: November
  • Launch: December
  • Delivery of additional outputs (e.g. policy brief / webinar / video intro): December.

 A suggested breakdown of work (to be discussed and agreed with the successful applicant) would be:

 Activity
Number of days
Briefing with BC colleagues and agreement on TORs 6
Planning and convening interest group meetings 6
Literature research 6
Compiling draft report 3
Editing based on feedback 2
Preparation and delivery of additional outputs (policy brief / webinar / video intro) 2
Total: 14

QUALIFICATIONS AND EXPERIENCE REQUIRED

Essential

  •  Experience of working in the fields of English language teaching and/or education in India
  •  Specialisation in the assessment of teacher performance at the school, national and/or country level in India, with published research in this area
  •  Experience of conducting desk-based and qualitative research with similar outputs
  •  Experience of facilitating groups of senior stakeholders to achieve clear outcomes.

Desirable

  •  PhD in a related subject area
  •  Affiliation to an Indian university or other academic institution

How to apply

Interested parties should submit by email by 9 August 2017 to jemima.hughes@britishcouncil.org

  •  an up-to-date CV
  •  a covering letter explaining relevant experience and qualifications and how you would approach this project (max 800 words)
  •  sample of similar research work (or relevant links)
  •  a daily rate fee

Questions may be addressed to Jemima Hughes.

Please note that we can only respond to successful applicants and only within five working days of the application deadline.