Public School Partnership Coordinator (PSP) at Shining Hope For Communities

Job Purpose

• To coordinate and support field-level implementation of public-school partnership interventions in assigned schools, ensuring activities are delivered on time, school relationships are maintained, data is accurately collected and interventions contribute to improved teaching and learning outcomes.

Key Roles and Responsibilities:

School Partnership Coordination

• Serve as the primary point of contact for assigned partner schools, building and maintaining strong relationships.
• Build and maintain strong working relationships with Heads of Institutions, Deputy Heads, teachers, parent representatives, Boards of Management, and school-based stakeholders.
• Support the Public-School Partnership Officer in maintaining productive relationships with sub-county education officials, Curriculum Support Officers, and Quality Assurance Officers.
• Coordinate school-level program activities to ensure smooth implementation of agreed interventions.
• Support school buy-in processes by clearly communicating activity plans, expectations, schedules and expected outcomes.
• Identify school-level implementation challenges and report them promptly to the Public-School Partnership Officer.
• Maintain regular school visit schedules and document key updates, risks, and follow-up actions.

Teacher Professional Development and Coaching Support

• Support the planning, mobilization and logistics for delivery of teacher professional development sessions and coaching activities.
• Participate in scheduled assessments of schools, teachers and learners to identify needs and inform targeted interventions.
• Undertake school-based coaching, classroom lesson observations, feedback sessions and peer learning meetings.
• Support teachers to apply foundational literacy and numeracy strategies in classroom practice.
• Facilitate the establishment and strengthening of school-level Communities of Practice.
• Follow up with teachers on agreed actions from trainings, observations, and coaching sessions to encourage application of learning and continuous improvement.
• Collect and document data to support teaching, learning and evidence-based decision-making including emerging needs, good practices and areas requiring additional support.
• Maintain accurate records of teacher participation, coaching sessions, lesson observations trackers, coaching logs, feedback sessions and community of practice meetings.

Parental Empowerment and Engagement

• Support schools to organize parent representative meetings, class-level parent engagement activities and parental learning support sessions.
• Collaborate with partner schools, SUN and other stakeholders in implementing parental engagement initiatives within their schools and communities.
• Support dissemination of approved EdTech tools and learning resources to parents and guardians that support learning outcomes.
• Document parent participation, feedback, barriers to engagement, and opportunities to strengthen home-based learning support.
• Support engagement of Boards of Management through Heads of Institutions where required.

Learner Engagement and Support

• Support establishment and monitoring of learner clubs, including reading clubs, ROC, WASH clubs and other approved learner engagement activities.
• Coordinate with SHOFCO libraries and school-based focal persons to increase learner access to reading opportunities and library programs where available.
• At county level, coordinate with SUN to identify learners at risk of absenteeism or dropout and support implementation of learner support interventions including nudges and scholastic support.
• Maintain records of learners reached through clubs, library referrals, attendance support, nudges and other student engagement activities.

EdTech and ICT Support

• Support rollout and adoption of agreed EdTech tools among teachers, learners, and parents.
• Assist with orientation of teachers, ICT champion teachers, parents, and learners on selected EdTech tools.
• Follow up on teacher use of EdTech tools in classroom delivery and document adoption levels, challenges, and success stories.
• Support coordination of ICT lab activities in high-touch schools, including equipment use, scheduling and basic usage tracking.

Knowledge Management

• Maintain an organized central repository of program tools, training materials, activity records, and learning resources, including teacher professional development materials, coaching tools, lesson observation templates, EdTech guides, parent engagement resources, student club materials, and child protection resources.
• Document and archive lessons learned, case studies, promising practices, implementation challenges, and school-level innovations from assigned schools to support continuous program improvement and future intervention design.
• Ensure evidence of success is available for internal learning, donor reporting, stakeholder engagement, fundraising, advocacy, and visibility purposes.
• Collect, organize, label, archive, and safely store program evidence, including photos, videos, impact stories, testimonials, and school-level success stories, ensuring all materials are categorized by school, date, activity, and intervention area, and managed in line with Shocco’s safeguarding, consent, confidentiality, and data protection requirements.

Required Qualifications and Experience

• Education: Bachelor’s degree in Educationor Diploma in Education, Community Development, Social Sciences, Development Studies, Project Management, or a related field.
• Years of Experience: Minimum of 2 years’ experience in education programming, teaching, school-based implementation, community mobilization, or field coordination.

Required Experience:

• Experience working with public schools, teachers, school leaders, learners, parents, or community stakeholders.
• Strong understanding of school-level operations and the public education context in Kenya.
• Experience supporting teacher professional development activities, including teacher mobilization, training coordination, lesson observations, coaching follow-up, or communities of practice.
• Strong communication, coordination, documentation, and organizational skills.
• Ability to collect, organize, and submit accurate field data, reports, attendance records, activity documentation, and school-level trackers.
• Proficiency in using digital tools for data collection, reporting, communication, and basic program documentation.
• Ability to work independently in the field, manage multiple school visits, follow up on agreed actions, and meet reporting deadlines.
• Understanding of child safeguarding, confidentiality, consent, and child protection principles.

Preferred

• Minimum 2 years teaching experience in a primary school setting will be an added advantage.
• Experience coaching teachers or supporting professional learning initiatives.
• Experience facilitating training sessions, workshops, parent meetings, or school-based learning activities.
• Familiarity with foundational literacy and numeracy interventions.
• Familiarity with adult learning principles and teacher support approaches.
• Experience supporting EdTech adoption among teachers, learners, or parents.
• Experience working with government education officials, including Heads of Institutions, Deputy Heads, Curriculum Support Officers, or Quality Assurance Officers.
• Experience documenting lessons learned, case studies, success stories, photos, videos, and other program evidence.