Literacy Facilitator, Literacy Field

Literacy Facilitator, Literacy Field

Room to Read

Uttar Pradesh, India

Position Overview:

The Literacy Facilitator (LF) will be responsible for supporting and coaching teachers, librarians, and principals in the literacy program schools to help them adopt to new ways of working with children that increase the children’s literacy skills and habit of reading. They will report to the Literacy Program Officer/Associate and will not have any direct reports. This position is based at project location (District/Block/Mandal/Cluster).

Roles & Responsibilities:

Program Understanding:

  • Develop a thorough understanding of Room to Read’s Literacy program design.
  • Support literacy program intervention across assigned project schools and ensure adherence to the program design.
  • Provide reflective feedback on program design and implementation (especially with respect to progress towards outcomes) and demonstrate a solution-oriented approach.
  • Serve as a technical resource to the schools in the area of language development, literacy skills and reading.

School Visits:

  • Undertake school visits with government resource person at cluster levels every day, except for days when on official travel and leave.
  • Regularly observe, demonstrate and coach Grade 1 and 2 teachers in delivering the instructional component of the Literacy Program.
  • Conduct informal assessment of at least 5 children during every school visit and discuss with teachers and share report to supervisors.
  • Regularly observe, demonstrate and coach teachers and librarians in the implementation of the model library period, reading activities and library management practices.
  • Support teachers in conducting ongoing student tracking assessments and plan corrective action.
  • Regularly collect data related to program quality.
  • Supports school librarian in the initial set up of the library, including book delivery, leveling and classification system, check-out system, setting up furniture, and creating a library period time-table.
  • Regularly provide the principals/Headmasters an update on progress and coach them on ways to support teachers and ensure longer term sustainability of literacy outcomes within the school.
  • Participate in school level teacher meeting, literacy events/Campaigns, parent meeting and other community activities organized by RtR or govt. department.

Training, Workshop and Meeting:

  • Participate and facilitate in regular teacher and librarian trainings (both center based and school based) related to the Literacy program (Instruction, library activities and management).
  • Participate in development of materials, training modules and other technical resources as required.
  • Attend professional development training and workshops at block/district/state/national level, as required.
  • Attend review meetings at block/district/state within RtR and with government stakeholder, as required, and complete all programmatic reports on a timely manner.
  • Participate in monthly review meetings and classroom observations with CRCs at school level.

Planning, Reporting and Documentation:

  • Tracks and reports library monitoring data to ensure timely and accurate reporting to stakeholders.
  • Conducts ongoing planning, documentation, and reporting.
  • Write monthly reports to supervisor including progress data of CICO and status of student reading skill, in a template provided by RtR.
  • Documents best practices and lessons learned and shares with the Literacy Program team.
  • Collaborates with Principal, and community to develop sustainability plan for managing literacy program components and acquiring resources (instruction materials, stationery and new books) after Room to Read’s support ends.
  • Reports to the Literacy Program Officer/Associate.
  • Supports in donor visits, and in any other activities which may be required to be undertaken to fulfill the objectives of the organization.
  • Compile and analyze ongoing reading skill assessments data conducted by school and plan school wise corrective action in discussion with supervisors.



  • Bachelor's degree in education/social sciences or equivalent.
  • Minimum 2-3 years of relevant experience in development projects, preferably in education.
  • Teaching experience at primary level preferred.
  • Strong knowledge about education in general and language and reading practices and approaches in particular.
  • Strong written (Reports, documentation of best practices, case story, etc.) and oral communication skills.
  • Good interpersonal skills and a team player.
  • Critical thinking and analytical skills.

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