Numeracy Project Trainer Grade R-4

**Numeracy Project Trainer Grade R-4**

Maths Centre is offering a targeted opportunity for select individuals to secure the role of Numeracy Trainer who is committed to demonstrating Competency supporting the LitNum Programme in Mpumalanga, Gert Sibande and Nkangala Districts

This is a high-stakes, results and evidence-driven position. The successful Project Trainer will be held to the highest standards of ownership, accountability and responsibility, professional urgency, and strict adherence to the LitNum Programme SLA targets and timelines.

The primary objective is to accelerate performance in 24 Cohort 3 schools, directly addressing deficits in curriculum coverage, assessment strategies, quality of teacher support, quality of learners' learning, quantitative, qualitative and meaningful reporting.

**Key Performance Responsibilities SLA Compliance**

The Project Trainer must execute the following responsibilities with a demonstrable sense of urgency, proactivity, and commitment to the SLA.

**1. Evidence-Based Implementation & Reporting**

Strictly facilitate the administration and analysis of baseline and quarterly assessments, specifically leveraging the School-Based Assessment (SBA) and Early Grade Mathematics Assessment (EGMA) data. Use this evidence to design and implement highly targeted, differentiated numeracy intervention strategies.

Ensure all coaching, mentoring, and training provided to beneficiaries (Principals, SMT’s DHs, LTs, Teachers, Learners, and Parents) is evidence-based and directly addresses the content and methodology gaps identified via Baseline Assessment (SBA/ EGMA), School Improvement Plans (SIPs) and other tracking tools.

Ensure 100% on-time submission of all Weekly/ Monthly and Quarterly Narrative and all other reports within Maths Centre. Reports must be of exceptional quality and demonstrate independent mastery of data analysis. Analyse Learner/Teacher Tracking and Progression and identify trends and patterns per content area (e.g., Grade 1 Number Operations, Space and Shape, etc.)

Strictly adhere to the Maths Centre principle by bringing problems with a suggested, proposed solution. Actively take the initiative to address all matters arising concerning the School Effect and District Effect, developing self-training strategies to bridge any knowledge or skill gaps.

The Project Trainer is responsible for proactively shaping their role to include full self-training and continuous improvement, ensuring zero mistake reporting and effective management of all school/district issues while leveraging online guidance from the PM.

**2. Curriculum Coverage and Practical Application**

Maintain oversight to ensure and verify that all Grade R-4 teachers achieve 100% CAPS Numeracy curriculum coverage per term, targeting manageable, bite-sized critical skills gaps to drive progress towards 100% proficiency in their grade/phase by 2028

**3. Innovation, Creativity, and Proactivity**

Proactively drive innovation and solutions, anticipating opportunities to enhance learner outcomes and programme success. Develop and deploy creative strategies to mitigate risks and ensure seamless delivery.

Foster collaborative relationships with school communities, Principals, School Governing Bodies (SGBs), Teacher Unions, District Heads (DHs), Lead Teachers (LTs), and Subject Advisors, leveraging all stakeholders to enable cooperation and effective programme delivery.

**4. Required Qualifications and Expertise**

A B.Ed. Degree in Education (with a focus on Early Childhood or Foundation Phase or Intermediate Phase), PGCE, or an equivalent qualification, AND must hold a Numeracy/Mathematics Specialist qualification or demonstrated expertise.

OR NQF Level 6 (Diploma) or higher in Education, specialising in Foundation or Intermediate Phase or Early Childhood Education, AND must hold a Numeracy/Mathematics Specialist qualification or demonstrated expertise.

Five (5) + years’ proven experience teaching Numeracy/Mathematics in Grades R-4 with a demonstrable track record of improving learner outcomes.

Self-regulated understanding and applied experience with the Early Grade Mathematics Assessment (EGMA) for diagnostic and remedial purposes.

Must be fully fluent (spoken and written) in English and at least understand two local languages commonly spoken by the learners and community in the districts (e.g., IsiZulu, IsiNdebele, Afrikaans, Sesotho or Sepedi).

**5. General Requirements**

Up-to-date, comprehensive CAPS Numeracy/Mathematics curriculum knowledge.

Competence in Coding and Robotics, and ICT integration.

Competence in using Microsoft Word, Excel, and PowerPoint is required for submitting analytical reports.

Valid SACE registration.

Be available on weekdays, during school hours and afternoons, as well as certain Saturdays and Holidays.

Be available to attend Maths Centre induction and professional development training in Braamfontein, Johannesburg.

Be flexible to travel and stay over, a