Requisition ID: req10471

Job Title: ECE Teachers – Akkar

Sector: Education

Employment Category: Regular

Employment Type: Part-Time

Open to Expatriates: No

Location: Qobayat, Lebanon

Job Description

Early Childhood Education (ECE) educators will be working on the provision of education to children from 3 to 5 years of age in Tripoli, Akkar, and the Bekaa, as part of the IRC’s ECD program. Community-based ECE is a model of Non-Formal Education (NFE) to bring education opportunities to underserved children who do not have access to other schooling options. The IRC works in community learning centers and delivers a curriculum of activities based on MEHE learning standards and objectives. Classes are run for 20-25 students, for 3.5 hours per day, 3 days per week.

Working under the supervision of the IRC’s ECD assistants, ECE educators will receive intensive training in topics specific to this context, and will be provided with regular mentoring and observation visits, as well as learning circles, and continuous capacity building and development.

The IRC curriculum is play-based and focused on learning centers and exploratory learning for children, supporting early learning numeracy, literacy and social-emotional wellbeing, with Ahlan Simsim activities. Educators will be teaching the in Arabic language, in addition to English or French for stories, and should be comfortable in teaching to new language learners. Educators will be responsible for 2 or 3 shifts of 3.5 hours per day, 3 days per week.

Reporting to:

  •  ECE Assistant

Major Responsibilities:

1-      Plan, carry out, and assess developmentally appropriate lessons, activities and experiences that target different areas of child development, such as language, motor, and social skills:

  • Provide a daily balance of active/quiet, indoor/outdoor, and individual/group activities within learning centers
  • Establish and carry out a daily activity schedule that incorporates child-centered and child-directed activities, care routines, and transition times
  • Organize space, equipment, materials and learning centers before activities
  • Assist children in expressing themselves by listening and responding with questions or comments that encourage conversations
  • Encourage and assist children to practice self-help daily
  • Plan and carry out experiences that foster an understanding of a variety of cultures and value systems
  • Provide opportunities for child-directed play experiences
  • Plan and carry out lessons and activities that encourage problem solving
  • Organize and prepare lessons and activities so children can learn about the world, explore interests, and develop talents
  • Provide experiences and play materials that actively promote diversity and acceptance in interactions and attitudes
  • Participate in short and long term planning and evaluation and staff program reviews
  • Learn and use the activities and skills provided to assist children in developing the necessary coping skills for addressing unique life issues
  • Observe, assess and evaluate children’s performance and development using available assessment tools.
  • Keep records of the students’ attendance, progress, routines, and interests
  • Provide constructive feedback on children’s work
  • Meet with colleagues and provide staff with ideas and appropriate activities and strategies that meet students’ needs.

2-      Differentiate learning:

  • Observe how children use materials and interact with each other and with adults
  • Assess students as learners who have unique learning needs and learning styles
  • Use observations and assessments to expand play and plan activities that recognize individual differences
  • Use multi-sensory strategies to help students learn and apply concepts in various subject areas
  • Work with children in groups or one on one, depending on the needs of children and the subject matter
  • Use relevant resources and/or technology to support and differentiate instructions
  • Initiate referrals or additional services for parents and children

3-      Ensure guidance of children’s behavior that encourages positive self-concept:

  • Provide positive guidelines such as redirecting, positive language, and positive reinforcement
  • Immediately address problem behavior without labelling the child
  • Follow behavior guidance and policies established by the IRC that are consistent with accepted practice in the field
  • Maintain an updated knowledge and understanding of the services offered by IRC

4-      Ensure the child’s environment is healthy and safe:

  • Report all accidents, injuries and illnesses to the ECD assistant
  • Monitor the environment for hazards
  • Update children’s records for any allergies and other special conditions
  • Report any suspected incident and incidents of child neglect, harassment and/or abuse to the ECD assistant and follow the referral procedures adopted by IRC
  • Release children only to authorized persons

Professional Standards

  • Participate in professional development activities: trainings, coaching sessions, learning circles
  • Attend regular staff/educators meetings
  • Carry out the responsibilities assigned by the ECD assistant
  • Maintain confidentiality of all information related to the center’s children, their parents and staff
  • Plan and carry out continuous personal and professional development
  • Keep up to date with early childhood advocacy developments
  • Maintain regular attendance and punctuality, and take leaves within appropriate timelines as suggested by the ECD assistant
  • Giving constructive and objective feedback at all levels


  • University degree in Social Sciences or Education
  • Teacher Certificate/Teaching Certification (preferred)
  • Work Experience: Minimum of 1 year of teaching experience (either at Primary or ECE/KG level)
  • Demonstrates Skills and Competencies:

–          Clear understanding of ECE programs, including the role of educators in ECE and play based/exploratory learning for ECE-aged children (3-5 years)

–          Ability to understand and discuss with supervisors and parents about children’s learning problems and psychosocial needs

–          Strong ability to organize work and plan lessons on a daily basis

–          Experience in delivering curriculums in a play-based, exploratory environment

  •  Motivation to receive and follow professional development/training opportunities
  • Ability to work as part of a team to deliver high quality and professional results

Language Skills

Mandatory fluency in Arabic, and fluency in French (1st option) or English (2nd Option)

Working Environment

Education tents or in refurbished buildings easily accessible to the communities. Classes will have 20-25 students per educator and facilitator.


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