QSSR-SOLA-ICT TEACHER

Job Description

Role Context

As an ICT teacher at SOLA, Rwanda, the role is central to developing digital literacy and technological skills among Afghan girls in a culturally rich and supportive environment. The ICT Teacher will inspire students through high-quality instruction in information and communication technology while embracing the school’s mission to provide a safe and nurturing space for learning. The teacher will collaborate with other faculty members to integrate technology across the curriculum, preparing students for a digital future while preserving their cultural identities.

Reporting Line

The role reports to the Head of School (HoS) and the School Principal.

Job Dimensions

· Curriculum Delivery: Responsible for delivering a comprehensive ICT curriculum that balances technical skills with digital citizenship and ethical technology use. Lessons should be engaging, culturally relevant, and academically rigorous, aligning with SOLA’s curriculum goals.

•  Technical Skills: Teach fundamental computer operations, software applications, coding, and web development appropriate to different grade levels.
•  Digital Literacy: Foster critical thinking about digital media, online safety, and responsible technology use.

· Student-Centered Instruction: Develop lessons that are student-centered, encouraging hands-on exploration, problem-solving, and project-based learning in technology.

•  Practical Application: Create opportunities for students to apply ICT skills to real-world scenarios and cross-curricular projects.
•  Differentiated Learning: Tailor instruction to accommodate students with varying levels of prior technology exposure and different learning styles.

· Student Assessment and Feedback: Create and administer assessments that effectively measure students’ technical skills, conceptual understanding, and creative application of technology.

•  Portfolio Development: Guide students in creating digital portfolios demonstrating their growth and achievements in ICT.
•  Formative Assessment: Provide ongoing feedback during practical tasks to help students refine their technical skills.

· Pastoral Care and Holistic Development: Support students’ personal growth through mentorship in responsible digital citizenship and online safety.

•  Digital Ethics: Integrate discussions about ethical considerations in technology use, including privacy, copyright, and online behavior.
•  Technology Confidence: Help students develop confidence in their ability to learn and adapt to new technologies.

· Collaboration with Colleagues: Work with teachers across subjects to integrate technology into their curriculum and support digital projects.

•  Technical Support: Provide guidance to colleagues on incorporating technology into their teaching practices.
•  Cross-Curricular Projects: Collaborate on interdisciplinary projects that utilize technology to enhance learning.

· Professional Development and Reflection: Stay current with rapidly evolving technology trends and educational technology practices.

•  Continuing Education: Regularly update technical skills and knowledge of emerging technologies relevant to education.
•  Research: Explore new educational technology tools and methodologies that could benefit SOLA students.

· Technology Resource Management: Maintain the school’s ICT resources, including hardware, software, and digital learning platforms.

•  Infrastructure Planning: Contribute to planning for technology needs and upgrades.
•  Resource Optimization: Ensure efficient use of available technology resources.

Essential Functions

· Effective Lesson Delivery: Create engaging, hands-on lessons that build students’ confidence and competence with technology.

•  Interactive Learning: Utilize demonstration, guided practice, and independent exploration in teaching technical skills.
•  Project-Based Approach: Design technology projects that allow students to demonstrate creativity and problem-solving.

· Student Assessment: Develop assessment methods appropriate for technical skills and digital literacy.

•  Skill Evaluation: Assess students’ proficiency with specific software applications and hardware.
•  Process Assessment: Evaluate students’ problem-solving approaches and project management in technology tasks.

· Individualized Learning: Accommodate students with different levels of prior technology exposure and learning needs.

• Scaffolded Learning: Provide additional support for students with limited previous access to technology.
• Extended Challenges: Offer advanced projects for students who demonstrate high aptitude in technology.

· Extracurricular Involvement: Lead technology-related clubs or activities that extend learning beyond the classroom.

•  Tech Clubs: Organize coding clubs, digital media creation, or other technology-focused extracurricular activities.
•  Technology Competitions: Prepare students for participation in appropriate technology competitions or exhibitions.

Performance Responsibilities

· Student Achievement: Ensure students develop age-appropriate technology skills and digital literacy.

•  Skill Progression: Monitor students’ development of increasingly complex technical abilities.
•  Application: Assess students’ ability to independently apply technology skills to solve problems.

· Learning Environment: Create a classroom environment that encourages experimentation and resilience when facing technical challenges.

•  Collaborative Space: Foster peer learning and collaboration on technology projects.
•  Safe Exploration: Maintain a space where students feel comfortable taking risks and learning from mistakes.

· Collaboration and Teamwork: Serve as a technology resource for the school community.

•  Faculty Support: Assist colleagues in integrating technology into their teaching.
•  School-Wide Initiatives: Contribute to technology planning and digital communication strategies.

· Professional Growth: Continuously update technical skills and knowledge of educational technology.

•  Industry Trends: Stay informed about evolving technology and its educational applications.
•  Pedagogical Approaches: Explore effective methods for teaching technology concepts and skills.

· School Mission and Vision: Uphold SOLA’s values while preparing students for digital citizenship in a global context.

•  Cultural Sensitivity: Ensure technology instruction respects and incorporates Afghan cultural perspectives.
•  Global Connections: Use technology to foster connections between students’ Afghan heritage and global communities.

Qualifications and Experience

· Bachelor’s degree in Computer Science, Information Technology, or related technical field

· Teaching license or certification recognized by the Rwanda Education Board (REB)

· 3-5 years of experience teaching ICT/computer science at secondary level

· Proficiency in current software applications, programming languages, and digital literacy skills

· Experience implementing technology-enhanced learning and integrating ICT across other subject areas

Evaluation

The ICT Teacher will be evaluated annually by the Head of School and the School Principal based on the quality of instruction, student progress in technology skills, integration of technology across the curriculum, and contribution to the school’s mission and values