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Director, Teacher Development & Support

Teach For All - Australia,

Education, Childcare & Training
Source: uWorkin


The Network Learning function advances knowledge and learning in the network to make progress toward our 25-year vision. We do this by learning alongside the various communities in our global network, creating learning experiences, and enabling connections for constituents to advance their own learning. Internally, this position is called Global Knowledge Lead, Teacher Development & Support.
As the Director, Teacher Development & Support (teacher in the two-year program Organizationel), your focus will be to equip Training & Support teams to build strong teacher training programs that support growing students as leaders in their local contexts. You will work in partnership with the Director, Training & Support Staff Development to draw strong connections between transformational oCompanyomes in classrooms, participant learning, and staff development, as well as between the teacher training and leadership development goals of our programs. You will work in and lead agile teams that build learning experiences and resources for our network, including partner organizations’ Heads of Training, staff, participants, alumni and students. You will be drawing from insights across and beyond the network on culturally sustaining pedagogy, inclusive education, digital learning, and more. This role requires a clear and compelling vision of classroom excellence and offers the opportunity to work alongside global org colleagues and network partners to radically reimagine the experience of the students served by our network.


Nearly 30% of network partner staff work in the Teacher Training & Support function, more than any other organizational function. An additional third of network partner staff work in a cross-functional capacity that includes training and support responsibilities. Therefore, ensuring the effectiveness of Participant Training & Support staff has the potential to dramatically improve organizational results, the participant experience, and student oCompanyomes.
Success in this role means that our global organization colleagues and partner staff have the necessary learning experiences, tools, connections, and resources to support the design and implementation of strong participant training programs. Among other things, Teach For All should be equipped to support partner organizations to hire, train, and support staff that can
Design and implement a coherent two-year leadership development journey grounded in the theory and practice of growing strong classroom teachers.
Design and deliver the six-eight week pre-service training (Institute) that is aligned to the local needs of students and families, informed by innovations and best practices that support student learning and voice, and prepares participants to create positive learning environments that grow a broad range of student oCompanyomes.
Offer differentiated professional development for participants across two program years to grow strong teachers as well as unlock the participant’s full potential as a leader for educational equity now and as alumni in the future
Integrate the latest insights from the science of learning, critical pedagogy, socio-emotional learning, and inclusive education into their teacher professional development opportunities and therefore be reflected in the classrooms
Foster a data-driven culture in participants by using data from student assessments, teacher observations, and student/parent surveys to support rigorous, culturally sustaining and inclusive instructional practices in the classroom
Success in this role will be measured by
Evidence of a greater number of partner organizations having a strong theory of teacher development and aligned systems to support students and participants to grow their leadership
Evidence of a greater number of partner organizations whose students are making progress on academic and non-academic oCompanyomes in a way that gives them confidence of their growing leadership
Creation and execution of best-in-class synchronous and asynchronous learning experiences, resources, and tools that enable partner organizations to recruit, train, and retain strong Training and Support teams
Evidence of greater agility in how partners evolve programs over time and increased ability to differentiate for participant needs
Feedback from CEOs and partner leadership, Teach For All colleagues, and other stakeholders about the quality of learning & experiences

Key responsibilities

The primary responsibility of the Global Knowledge Lead, Teacher Development & Support is to research, capture, synthesize, and socialize network trends in how to design and run teacher preparation and training programs that intentionally and effectively grow teachers as lifelong leaders for educational equity. To do so, this person willcreate best-in-class learning experiences, resources, and tools to support network partners in collaboration with other Teach For All staff.
Responsibilities will include, but are not limited to
Lead Projects that Enhance the Effectiveness of Partner Training & Support Teams (45%)
Diagnose needs and develop a global strategy for content, learning experiences, resources, and tools in the following topic areas
Pre-service teacher training (in-person as well as virtual) informed by the latest insights from the science of learning as well as leadership development
Oak Foundation/Inclusive Education Bridge Course and Fellowship - focused on Universal Design for Learning, Metacognition and Culturally Sustaining pedagogy
Trauma-sensitive, inclusive, culturally sustaining approaches to classroom practice
Using data, observations, and conversations to improve teaching practice
Student voice, representation, and agency within and outside the classrooms
Contribute to projects with a lens of Participant journey (25%)
Serve as a key member of a diverse set of agile teams focused on delivering solutions for an array of needs for our partner organizations and other key stakeholders. Some examples might include
The Teaching as Leadership 2.0 project to draft a unifying theory that links student vision, student oCompanyomes, and teacher actions and mindsets
The Collective Leadership Accelerator to draw the throughline from recruitment → selection → participant training → alumnihood, focusing on key leadership competencies
Projects based on partners’ alumni strategy that relates to skills and mindsets that participants need in order to pursue pathways aligned with the program’s vision
Pursue a Training & Support Learning Agenda (15%)
Lead research and development of best practices in pre-service teacher training, ongoing teacher professional development, and inclusive education by building relationships with key external stakeholders within and outside the network, piloting new practices alongside our partners, and synthesizing learning from those pilots.
Coordinate Cross-functional Collaboration to Drive Impact (15%)
Collaborate with other teams within Teach For All (e.g. Coaching & Consulting; Network Operations; and regional teams) to create shared tools and resources and to integrate our approaches to partner support
Work with our Connectors Team to build a network of Training & Support staff, both globally and (as needed) regionally, to support each other through challenges
Identify potential partnerships to support partners locally
Collaborate on program partnerships to identify ways in which they can offer meaningful low and pro bono support on things like instructional design, inclusive education, STEM, financial literacy, etc.


Previous work experience as a participant/fellow, teacher coach and/or Head of Training or Head of Program from the Teach For All network
Previous work experiences designing and leading teacher development programs
Deep expertise and experience in teacher training and instructional coaching with a particular focus on new teachers working with diverse groups of students

Knowledge, Skills, and Abilities

Passion for growing the capacities of those who work with novice teachers and supporting their learning journeys
Have and be willing to evolve frontier insights into what distinguishes outstanding teaching and how to support new teachers to pursue those aims
Ability to think creatively around supporting staff members who work with teachers engaging in virtual, blended and in-person settings
Willingness to engage with, collaborate, and build on the work done by other members in the team in overlapping areas of staff development, leadership development, student oCompanyomes, girls-ed and teacher effectiveness
Ability to create concrete resources and help support programs to design systems and structures to support teacher training and development
Ability to design and execute powerful remote and in-person learning experiences
Ability to influence and motivate others outside of direct team relationships
Ability to partner with a diverse range of stakeholders and across lines of power difference
Ability to comfortably work across multiple dynamics of cultural difference effectively in a fast-paced, dynamic, and globally dispersed environment