Resource Rooms Technical Support Expert International Position NEW

1) Introduction

Finn Church Aid (FCA) is Finland’s largest international aid organisation, with more than 70 years of experience working in fragile contexts to advance human dignity and ensure access to quality education for all. FCA prioritises Inclusive Education, Special Needs Education, disability inclusion, and Psychosocial Support (PSS), helping schools identify and respond to learners’ diverse needs through effective pedagogy, appropriate accommodation, Individualized Education Plans (IEPs), and strengthened collaboration between schools and families.

Within private schools in the West Bank, this role supports the practical operation of a resource room so that learners with difficulties receive focused, high‑quality instructional support that is aligned with classroom teaching.

2) Objective of the Assignment

Provide targeted, small‑group and one‑on‑one instruction linked to each learner’s IEP (Individualized Educational Plan) goals. • Use simple educational screenings to identify current performance levels in Arabic and Math and to plan instruction. • Coordinate closely with classroom teachers and the school counsellor so strategies and accommodations are consistent. • Maintain accurate and confidential documentation, and track progress using short, practical checks. • Engage parents with clear guidance so learning is supported at home. • Support smooth transition of students between grades and, when relevant, into secondary education.

2.1 Expected Outcomes

The assignment contributes to the following outcomes: • Improved learner progress in foundational literacy and numeracy as evidenced by screening and progress monitoring. • Strengthened teacher and counsellor capacity to identify and support students with learning difficulties. • Improved quality and use of IEPs, ensuring goals are specific, measurable, and linked to classroom expectations. • Enhanced home–school collaboration through regular, meaningful communication with parents. • Continuity of support during grade transitions and entry into secondary school.

3) Scope of Work , coverage & Key Responsibilities

3.0 Caseload & Coverage Parameters Each Resource Room Teacher is expected to support a moderate caseload of 18–25 students, organized into small groups and individual sessions depending on need. Caseload and scheduling will be finalised with each school during the inception period.

3.1 Geographic Coverage Resource Room Teachers will serve FCA partner private schools across: • Ramallah • Beit Sahour • Beit Jala • Zababdeh • Nablus with a specific focus on Learning Pathways within the Latin Patriarchate school network

3.2: Target Stakeholders • 4–5 school counsellors involved in referral and case follow-up • Classroom teachers • Parents of students receiving support • Students with diagnosed or emerging learning difficulties

3.3: Screening & Educational Surveys (Arabic & Math) • Conduct simple, leveled screenings in Arabic and Math to locate each learner’s starting point. • Analyze screening results and use them to group students and to plan instruction. • Prepare group lesson plans that include multi‑level tasks, frameworks, and flexible grouping. grouping.

3.4: IEP Development & Progress Monitoring • Co‑develop or update IEPs with teachers and the counsellor; ensure goals are specific and measurable. • Link IEP goals directly to screening results and classroom expectations. • Use brief weekly checks, work samples, and observation notes to monitor progress and adjust strategies.

3.5: Instructional Delivery in the Resource Room

Deliver structured small‑group and one‑on‑one sessions in literacy and numeracy aligned to IEP targets. • Adapt materials (leveled texts, writing frames, manipulatives, graphic organisers) to support access. • Teach study skills and behaviour for learning (organisation, task breakdown, test strategies).

3.6: School Team Roles & Case Conferencing

• Clarify roles of teachers, the counsellor, classroom teacher, and school leadership for referral and follow‑up. • Participate in structured case conferences; provide short updates and agree on actions and timelines. • Document decisions and track completion using a simple one‑page note. • Document decisions and track completion using a simple one‑page note.

3.7: Parent Engagement

Hold brief check‑ins with parents to share progress and practical home strategies. • Provide simple handouts (home study routines, reading practice, homework tips, test accommodations). • Encourage two‑way communication so families can share observations and concerns.

3.8: Transition & Continuity •

Produce transition notes that summarise the learner’s profile, effective strategies, and accommodations. • Share these notes with receiving teachers to support continuity between grades and into secondary where applicable.

3:9: Collaboration & Learning Exchange •

Coordinate with the school’s focal point and FCA’s IOPT Education Focal Point on plans and quality. • Collaborate with Teachers Without Borders (TwB) to exchange Finnish and Palestinian perspectives on inclusive education through coordinated meetings (monthly or, when needed, weekly).

3.10: Safeguarding & Ethics (practice expectations)

• Use respectful, non‑stigmatizing language and uphold student dignity in all interactions. • Protect confidentiality; store files securely; obtain informed consent where required. • Always follow school policies and FCA safeguards.

3.11 Operational Flexibility

Given mobility restrictions, closures, or other disruptions in the West Bank, the Resource Room Teacher will: • Apply flexible scheduling and alternative coordination methods. • Use remote communication (phone/online) for teacher/counsellor meetings when necessary. • Maintain continuity of documentation despite disruptions. • Contingency plans will be agreed upon during inception.

4) Deliverables

Deliverable Timeline Inception Work Plan Within first 2 weeks Screening Pack (Arabic & Math) Within first 4–6 weeks Screening Analysis & Lesson Planning Brief After each screening cycle IEP Set & Progress Summaries Updated every 6 weeks Case Conference Notes Within 48 hours of meeting Parent Guidance Handouts By end of Month 1; used continuously Transition Notes At end of semester or school year Monthly Summary Reports Submitted by the 5th of each month Resource Pack (materials developed) Throughout; finalised by assignment end Final Technical Note Within 1 week of completion

5) Management, Reporting & Quality Assurance • .

Administrative line manager: School Principal and supervisors. • Day‑to‑day coordination with Resource Room teachers and the School Counsellor • Technical check‑ins with FCA’s IOPT Education Focal Point when requested. • Use agreed templates for IEPs, progress notes, parent communication, and monthly summaries.

6) Level of Effort & Inputs •

Timetabled resource room sessions (individual and small group) coordinated with classroom schedules. • Short, regular coordination slots with teachers and the counsellor; case conferences as planned by the school. • Preparation and documentation time proportional to caseload and number of sessions. • School provides a room/space and basic materials; teacher develops/adapts tools as needed.

7) Required Qualifications •

Bachelor’s degree in Special Needs/Inclusive Education, Educational Psychology, or a related field (Master’s is an asset). • Proven school‑based experience supporting learners with difficulties (literacy and/or numeracy). • Demonstrated skill in IEP development, small‑group/individual instruction, and progress tracking. • Strong collaboration and communication skills with teachers, counsellors, and families. • Fluency in Arabic; working English is an asset.

8) Core Competencies •

Instructional skill: clear, step‑by‑step teaching with appropriate scaffolds and practice. • Assessment literacy: uses brief checks to monitor progress and inform teaching. • Adaptability: tailors materials and methods to individual needs. • Teamwork: collaborates positively; facilitates unified approaches across the school. • Professional integrity: accurate records, confidentiality, and adherence to policies. 9) Selection (Evaluation) Criteria • Technical approach and understanding of resource room practice (30%). • Relevant experience in school‑based SNE and remedial instruction (30%). • Feasibility of work plan and coordination approach (20%). • Financial offer and value for money (20%).

Interested Candidates/Consultants are invited to send the following:

– -Technical Offer/ including a comprehensive workplan and timeline for the assignment.

-CV –

Recommendation letters from previous organizations highlighting similar assignments. –

Financial Offer procurements.joco@kirkonulkomaanapu.fi

Please note that applications with missing documents will not be considered for further assessment.

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