Training Specialist and Monitoring, Evaluation and Learning (MEL), Senior Associate

Role: Training Specialist, Senior Associate, KALIS project

Start Date: Immediate 

Employment Type: Full time, 1 year contract (renewable)

Location: Kuala Lumpur based with travel to Johor

MISSION FOR THE ROLE

The Training Specialist Senior Associate for the KALIS project plays a pivotal role in shaping a data-driven curriculum that empowers teachers with the skills, knowledge, and mindset necessary for both instructional excellence and leadership development. The mission of this role is to continuously refine training programs and Professional Learning Communities (PLCs) to meet teachers' needs, aligned with the goals of Project KALIS to enhance Pemulihan teachers' capacity for immediate and long-term effectiveness in supporting student learning recovery.

Collaborating closely with the Design and Training Manager and the MEL Manager, this position integrates instructional expertise with data analysis to drive continuous improvement. By ensuring that teacher training is informed by data and tailored to the on-the-ground realities, the role contributes to better student outcomes and delivers transparent, impact-driven results for stakeholders and funders.

KEY MEASURES OF SUCCESS

• PLC and Training Content Satisfaction: At least 80% of teachers report that the content is relevant to their needs and express satisfaction with the training provided.
• Participants' Content Mastery and Confidence: 80% of teachers demonstrate mastery of the objectives stated in every session and express confidence in applying the knowledge or skills in the classroom.
• Facilitation Skills: Assess the facilitation skills that enhance content satisfaction and contribute to achieving learning objectives.
• Participants' Development Targets: Collaborate with Leadership Development Officers to ensure teachers have sufficient support to achieve their leadership development targets

KEY DUTIES AND RESPONSIBILITIES

DESIGN/PLAN: Enhancing the KALIS Cicir Curriculum

• Curriculum Development: Design and refine the curriculum for teacher training, ensuring alignment with KALIS’s learning recovery objectives and the needs of teachers in literacy, numeracy, and leadership development.
• Cultural Alignment: Foster a culture that reflects the project’s vision for educational leadership and aligns with KALIS’s core principles.
• Teacher Needs Assessment: Work closely with the Design and Training manager and LDO to assess teacher needs in terms of pedagogy, content knowledge, and leadership, tailoring the curriculum to address these needs.
• Innovative Learning Structures: Design a flexible support cycle for teachers that integrates a variety of learning structures, such as Professional Learning Communities (PLCs), coaching, and workshops.
• Module Creation: Develop pedagogical and leadership development modules that guide teachers in achieving their professional growth targets throughout their engagement in Project KALIS.
• Internal Training: Participate in and contribute to regular internal training sessions with other curriculum designers and facilitators to continuously improve delivery and content.

DO: Delivering the Curriculum

• Facilitation of Training: Lead the delivery of both in-person and virtual training sessions as part of the KALIS project’s structured professional development plan.
• PLC Support: Facilitate Professional Learning Communities (PLCs) to encourage peer collaboration and knowledge sharing, while providing targeted support on specific challenges teachers face.
• Stakeholder Collaboration: Work closely with Leadership Development Officers (LDO) and external partners to provide customised development support for teachers, ensuring that their learning journey is meaningful and impactful.
• Field-Based Support: Offer hands-on support to teachers through school visits, helping them apply learned strategies and providing real-time feedback.

REVIEW: Monitoring, Evaluation and Learning

• Data-Driven Evaluation: Collaborate with the MEL Manager to evaluate the effectiveness of the curriculum and training using data collected through surveys, classroom observations, and assessments.
• Assessment:  Implement evaluation strategies based on the Kirkpatrick model to assess the impact of training across multiple levels—from teacher satisfaction to classroom outcomes.
• Evidence Collection: Gather qualitative and quantitative data from the field to inform curriculum improvements and ensure that the training program consistently exceeds expectations.
• Continuous Feedback Loop: Establish a system of continuous feedback from participants, using insights to adjust the content and delivery of the KALIS project curriculum to stay responsive to evolving needs.

REQUIRED COMPETENCIES

Role-Specific Competencies

• Curriculum Design: Experience in designing effective curriculum tailored to literacy and numeracy interventions, emphasising adult learning frameworks.
• Training Delivery: Proven experience in delivering impactful in-person and virtual training sessions that ensure participant engagement and content mastery.
• Facilitation Skills: Exceptional facilitation skills that enhance content delivery and participant satisfaction.
• Analytical Skills: Strong analytical abilities to collect, organise, analyse, and disseminate substantial information, with meticulous attention to detail.

Adaptability and Flexibility:

• Ability to thrive in an entrepreneurial, fast-paced, and dynamic environment.
• Must be able to travel independently and work on weekends or outside regular hours as needed.

Communication and Relationship Building:

• Ability to develop and maintain strong relationships with diverse stakeholders and project beneficiaries.
• Skilled in addressing queries, report writing, and presenting findings clearly and effectively to various stakeholders.

Analytical and Problem-Solving Skills:

• Strong reasoning and problem-solving capabilities, with a focus on process-based thinking.
• Proficient in tracking and analysing data to monitor progress and report on impact.

Language & Technological Proficiency

• Language Proficiency: Strong written and verbal communication skills in Bahasa Malaysia, with good proficiency in English.
• Technological Adaptability: Proficiency in digital tools and platforms relevant to curriculum design, training delivery, and project management (e.g., Google Suites, Zoom).

Professional Growth and Passion:

• Strong desire to continuously learn and grow professionally.
• Genuine passion for Teach For Malaysia’s mission and commitment to the education sector.

Previous Experience

• Preferred: A minimum of 3 years experience in education, ideally including designing and facilitating training for teachers and experience in evaluation and learning loops as well as impact assessments.
• Language: Malay

Minimum Qualification: A Bachelor’s Degree in a relevant field such as monitoring and evaluation, statistics, social sciences, international development, or other related disciplines