Teacher Champion Job at Faridabad, Haryana, India Full Time NEW

Role Title: Teacher Champion

Organisation: Edspectrum Foundation

Program: Akshara English Skill-Building Program 2026–27

Role Nature: School-based English teaching and implementation support

Employment Type: Fixed-term employment

Employment Duration: 15 June 2026 to 31 March 2027

Probation: First 3 months, subject to performance and conduct review

Compensation: INR 15,000 per month

Location: Assigned Akshara partner school(s) in Faridabad

Reporting To: Assigned after joining

Working Schedule: 5 days per week, 7 working hours per day

2. About Edspectrum Foundation and Akshara

Edspectrum Foundation is a non-profit organisation working to reduce barriers of access, awareness and capacity in education. Akshara supports middle-school students from government and low-income school contexts who face gaps in listening, speaking, reading and writing in English.

3. Role Purpose

The Teacher Champion will conduct structured English-learning sessions for assigned students and help them participate, practise and improve in English.

The role includes teaching, lesson preparation, learner support, evidence collection, assessments, assigned AI-IVRS support, documentation, school relationships, one monthly programme-update meeting and identification of English-practice opportunities beyond Akshara classes.

The Teacher Champion must participate in assigned trainings, workshops, step-back meetings and learning opportunities in physical or virtual spaces. This role does not include independent ownership of programme strategy, curriculum architecture, cross-school leadership or organisation-wide reporting.

4. Key Responsibilities4.1 Classroom Teaching and Participation

1. Conduct English classes as per approved timetable, lesson plans and programme expectations.
2. Build students’ listening, speaking, reading and writing skills through regular practice.
3. Enable students to ask, answer, describe, read, write and speak in simple English.
4. Maintain a safe, respectful and non-shaming classroom where students practise and improve.
5. Ensure participation extends to hesitant students, not only confident students.

4.2 Lesson Preparation and Learner Support

1. Prepare from shared lesson plans and teaching-learning material before class.
2. Conduct activities aligned to the lesson objective.
3. Use scaffolds such as word banks, sentence frames, prompts, pair practice and guided reading.
4. Support students needing additional help while engaging those ready for greater challenge.
5. Apply guidance from trainings, observations and reviews, and flag challenges requiring support.

4.3 Classroom Evidence and Assessment Support

1. Collect assigned evidence, including written work, oral responses, reading attempts, speaking tasks, worksheets or observation notes.
2. Record students who are struggling, improving, frequently absent or not participating.
3. Submit evidence and observations in the required format.
4. Support fair conduct of baseline, formative, midline and endline assessments wherever assigned.
5. Record student work, assessment responses and participation accurately.
6. Give respectful feedback and use evidence for reteaching, additional practice or classroom adjustment.

4.4 AI-IVRS Support for Assigned Students

Where AI-IVRS speaking and listening practice is assigned, the Teacher Champion will:

1. Explain its purpose to assigned students and parents, where required.
2. Encourage students to attempt scheduled practice.
3. Support students in overcoming basic hesitation or confusion.
4. Record assigned participation or non-participation information.
5. Share barriers such as phone access, incorrect contact details, timing issues, parent concerns or technical difficulty.
6. Coordinate follow-up with students or parents as guided by the reporting manager.
7. Reinforce AI-IVRS through classroom speaking and listening opportunities.

Scope Boundary: The Teacher Champion supports AI-IVRS participation for assigned students only. The role does not include cross-school ownership, backend technology management, troubleshooting beyond basic reporting, or responsibility for telecom failure, platform performance or AI quality.

4.5 School Relationships and Monthly Programme Meeting

1. Build respectful working relationships with school teachers, coordinators, principals and relevant stakeholders.
2. Share accurate updates on classes, participation, attendance concerns, student evidence and support required.
3. Conduct one planned monthly programme-update meeting with relevant school stakeholders, in coordination with the reporting manager.
4. Record discussion points, agreed actions, school support and concerns requiring escalation.
5. Follow up on agreed actions within the role scope.
6. Avoid making commitments on behalf of Edspectrum without approval.

4.6 School-Based English-Practice Opportunities

1. Identify practical opportunities in the assigned school where students can practise English beyond Akshara classes.
2. Prioritise opportunities that can continue without Edspectrum’s physical presence.
3. Discuss feasible opportunities with school stakeholders, share recommendations and support approved implementation.
4. Record progress and challenges.

Examples include English greetings during routines, a word or phrase of the week, student-led announcements, phrase charts, peer-speaking practice, reading corners, student introductions in assemblies or events, and school teachers encouraging selected instructions or responses in English.

4.7 Training and Professional Learning

1. Attend and participate actively in assigned inductions, trainings, workshops, reviews and step-back spaces.
2. Participate in physical, virtual or external learning opportunities where nominated.
3. Complete assigned preparation, reflection and follow-up work.
4. Apply learning and feedback in classroom practice.
5. Inform the reporting manager in advance where attendance is affected by an unavoidable reason.

4.8 Documentation and Routine Coordination

1. Maintain attendance, classwork, student-progress, assessment, participation and assigned AI-IVRS records accurately and on time.
2. Submit classroom evidence and student observations.
3. Maintain records of school-stakeholder interactions and monthly meeting action points.
4. Document school-based English-practice opportunities identified or implemented.
5. Coordinate respectfully with school staff for smooth class implementation.
6. Support planned parent meetings, showcases or student-facing activities wherever assigned.

5. Expected Outcomes

1. Assigned students receive purposeful English-learning opportunities.
2. Students participate more actively and use English with greater comfort.
3. Students practise listening, speaking, reading and writing.
4. Students with different readiness levels receive appropriate support.
5. Classes are safe, respectful and learning-focused.
6. Classroom evidence and assigned records are accurate and timely.
7. Assessments and assigned AI-IVRS support are implemented responsibly.
8. School stakeholders remain informed about implementation and student participation.
9. Monthly stakeholder meetings result in clear action points.
10. Practical school-based opportunities enable English practice beyond Akshara classes.
11. The Teacher Champion participates in required learning spaces and applies learning in class.

6. Required Profile

1. Working proficiency in spoken and written English.
2. Interest in teaching middle-school students from varied learning backgrounds.
3. Ability to facilitate a positive, disciplined and respectful classroom.
4. Patience and sensitivity with students who hesitate to use English.
5. Willingness to follow lesson plans, participate in trainings, receive feedback and improve practice.
6. Ability to communicate respectfully with school teachers, parents and stakeholders.
7. Basic comfort with WhatsApp, Google Forms, Google Sheets or similar tools.
8. Reliability, punctuality and responsibility in assigned work.

7. Preferred Qualifications

1. Graduation in English, such as B.A. English or equivalent.
2. Prior teaching, tuition, volunteering or classroom-facilitation experience.
3. Familiarity with students from government schools or underserved communities.
4. B.Ed. and CTET as added advantages.

8. Employment Duration and Probation

Employment will be from 15 June 2026 to 31 March 2027, unless concluded earlier under the offer letter or employment agreement.

The first three months will be probation. Classroom conduct, preparation, punctuality, documentation, student engagement, professional behaviour, training participation and school-stakeholder coordination may be reviewed. Continuation after probation is subject to satisfactory performance, conduct and programme requirements. Probation completion does not extend employment beyond 31 March 2027.

9. Safeguarding and Professional Conduct

The Teacher Champion must treat students with dignity; never use physical punishment, humiliation, threats or fear-based discipline; maintain professional boundaries; protect student information, photographs, assessment records and parent contact details; use approved communication and documentation processes; report safeguarding concerns immediately; and maintain professional conduct with students, parents, schools and team members.

10. Role Statement

The Teacher Champion will help assigned students receive regular, respectful and purposeful English-learning opportunities through prepared teaching, accurate documentation, assigned assessment and AI-IVRS support, school relationships and professional learning. The role holder will also support practical school-based opportunities through which children can continue practising English beyond Akshara classes without continuous Edspectrum presence.