201 Teaching jobs in Kenya

Role Description

This is a full-time on-site role for a Teaching Assistant based in Nairobi County, Kenya. The Teaching Assistant will support lead teachers in delivering instruction, maintaining classroom environments, and ensuring the educational development of students. Day-to-day tasks include assisting with lesson planning, aiding in the assessment of student performance, and facilitating small group activities. The role also involves maintaining open communication with students, teachers, and parents.

Qualifications

• Skills in Assistant Teaching and Education
• Strong Communication skills
• Proficiency in Mathematics
• Experience in Working With Children
• Passion for education and student development
• Ability to work collaboratively in a team environment
• Bachelor's degree in Education, Mathematics, or a related field is preferred

Position Summary
Position provides instructional services to students under general supervision of a licensed or certified teacher.

Primary Duties & Responsibilities

• Provide instructional support and intensive behavioral assistance to students who are diagnosed with developmental disabilities including autism.
• Perform a variety of support activities related to behavior management, classroom instruction, and classroom management.
• Implement learning plans and behavioral support plans.
• Perform a variety of clerical support duties related to maintenance of documentation requirements of various kinds.
• Assist teacher and perform duties as assigned.
• Demonstrate an understanding of behaviorally based instructional practices, given support.
• Attend meetings, as required.
• Under the teacher's direction, teach individual or small group lessons using teacher prepared materials.
• Under the teacher's direction, secure classroom provisions and/or make appropriate learning materials.
• Supervise students throughout the day, in all environments.
• Assist teacher in relation to his/her team role related to direct support professionals.
• Support team with positive communication strategies.
• All other duties as assigned.

Qualifications, Skills & Knowledge Requirements

• New York State Teacher Assistant Certification required.
• High school diploma or equivalent required. Associate's degree in Special Education or another related field preferred; Associates' degree or higher required for those working in Golisano.
• May be required, if applicable, to know or learn ABA.
• Experience working with persons diagnosed with autism and other developmental disabilities.
• Applicant should be highly organized and able to work collaboratively.
• Proficiency in or knowledge of using a variety of computer software and e-mail applications, especially Microsoft Excel, Outlook and Word; have the aptitude to learn other computer software as necessary.
• Must be able to lift 50 lbs. independently and assist in lifting weights exceeding 50 lbs.
• Be able to perform all physical interventions.
• Meet the requirements to drive Springbrook vehicles as required.

• Lead the design and development of comprehensive online curriculum for various educational programs.
• Translate learning objectives into engaging and interactive online course content, including text, multimedia, and assessments.
• Utilize instructional design models (e.g., ADDIE, SAM) to create effective learning pathways.
• Develop and manage project plans for curriculum development initiatives, ensuring timely delivery.
• Collaborate with subject matter experts (SMEs) to ensure content accuracy and relevance.
• Select and implement appropriate learning technologies and platforms for content delivery.
• Design and develop a variety of assessment strategies to measure learning outcomes.
• Create engaging multimedia elements, including videos, animations, and interactive simulations.
• Conduct quality assurance reviews of online courses to ensure alignment with pedagogical best practices and accessibility standards.
• Stay abreast of emerging trends and best practices in online learning, instructional design, and educational technology.
• Provide guidance and mentorship to junior curriculum developers and instructional designers.
• Contribute to the development of standards and guidelines for online course creation.
• Analyze learner feedback and performance data to iteratively improve curriculum effectiveness.

• Master's degree in Instructional Design, Educational Technology, Curriculum Development, or a related field.
• Minimum of 5-7 years of experience in online curriculum development and instructional design, preferably in higher education or corporate training.
• Proven expertise in adult learning theories and instructional design methodologies.
• Proficiency in using Learning Management Systems (LMS) such as Moodle, Canvas, or Blackboard.
• Experience with authoring tools (e.g., Articulate Storyline, Adobe Captivate) and multimedia development software.
• Strong understanding of web-based learning technologies and digital media creation.
• Excellent project management, communication, and collaboration skills.
• Ability to work independently and manage multiple projects effectively in a remote environment.
• Experience with accessibility standards (WCAG) and Universal Design for Learning (UDL).
• A portfolio showcasing successful online course designs is highly desirable.

• Design, develop, and update curricula for remote educational programs.
• Ensure curriculum content is aligned with learning objectives, educational standards, and pedagogical best practices.
• Collaborate with subject matter experts to create engaging and interactive learning materials.
• Incorporate multimedia resources, assessments, and activities to enhance the learning experience.
• Conduct needs assessments and gap analyses to inform curriculum design.
• Evaluate the effectiveness of curricula and make data-driven improvements.
• Stay current with trends in online learning, educational technology, and curriculum development.
• Provide guidance and support to faculty and instructors on curriculum implementation.
• Develop training materials and resources for educators on online teaching methodologies.
• Contribute to the development of institutional policies related to curriculum and online learning.

• Master's degree in Education, Curriculum Development, Instructional Design, or a related field.
• Minimum of 5 years of experience in curriculum development, instructional design, or educational leadership.
• Demonstrated expertise in online pedagogy and learning management systems (LMS).
• Strong understanding of learning theories and instructional design models (e.g., ADDIE, SAM).
• Proven ability to create engaging and effective digital learning content.
• Excellent analytical, research, and problem-solving skills.
• Exceptional written and verbal communication skills.
• Proficiency in using various educational technologies and collaboration tools.
• Ability to manage complex projects and meet deadlines in a remote setting.
• Experience in K-12 or higher education curriculum development is highly desirable.

Emerging Leaders Foundation-Africa (ELF-Africa) exists to mentor, support, and accompany young women and men to achieve meaningful, dignified, and impactful participation in governance, economy, and public affairs at all levels of society, anchored on our foundational values-based approach to leadership as service. ELF-Africa's vision is pursued through three programmatic pillars namely, Governance & Civic Engagement, Economic Empowerment, and our signature Leadership Development Program.

Purpose of Consultancy

ELF-Africa, in partnership with the John Templeton Foundation is implementing VirtueLead, a new project that aims to immerse young leaders in a rigorous exploration of targeted character virtues, such as love, hope, integrity, humility and courage; while emphasizing critical leadership practices and mindsets such as Ubuntu, African Dignity, Healing and Forgiveness, Listening and Centering Self.

The Fellows, ages 25–35, competitively selected from across Kenya, are active citizens demonstrating commitment to drive bold change in their communities and organizations evidenced through their involvement in community initiatives, professional roles, entrepreneurial ventures, or other leadership experiences.

The VirtueLead program intends to employ a multifaceted approach to learning which will include:

1. Rigorous character training through workshops, seminars, and interactive exercises;
2. Immersive experiences such as community projects and outdoor expeditions to deepen their understanding and integrate these virtues into their lives
3. Real-world leadership challenges where participants will have the opportunity to apply their learning by implementing community-based initiatives, mentoring younger leaders, advocating for social and environmental justice and leading teams or organizations; and
4. Capstone projects where Fellows, as individuals or groups develop and implement projects that seek to resolve social or societal challenges.

The expected outcome of VirtueLead is that these young leaders will demonstrate a deeper understanding and embodiment of the targeted character virtues, mindsets, and practices. By observing and analyzing the impact of these experiences on the leaders' personal and professional development, we will gain a deeper understanding of how character development can be effectively integrated into leadership.

To realize VirtueLead's objectives, ELF-Africa seeks a specialist to develop a comprehensive, high-quality training curriculum that is rooted in African contexts and adaptable across Kenya's diverse socio-economic and cultural landscape.

Goals and Objectives of Consultancy

The goal of this assignment is to develop a detailed training curriculum on training topics/themes completed with learning outcomes and course content, schedule and timelines, facilitators' guide and a workbook. This training curriculum will serve as the standard VirtueLead training manual for all future Fellows and will be reviewed regularly. The curriculum should:

·   Be developed based on an identification of leadership and mentorship needs, and the involvement and collaboration of stakeholders identified by ELF-Africa as guided by the consultant. (Stakeholders may include ELF Alumni, partners, staff and other relevant stakeholders)

·   Be tailored based on the African context with a focus to improve leadership outcomes for fellows, the communities and organizations they serve based on the virtues, practices and mindsets mentioned above.

·   Incorporate innovative approaches and existing content based on ELF-Africa's flagship leadership program ILEAD and other relevant leadership assessment recommendations.

·   Champion ethical leadership with strong integration of Gender, Disability and Social Inclusion.

·   Respond effectively to the current and future needs of leadership in Africa.

·   Ensure adaptability and relevance across Kenya's diverse ethnic and socio-economic landscape.

·   Be adaptable for both in-person and online delivery, ensuring accessibility for diverse learning environments and participant needs, and enabling hybrid approaches when required.

·   Integrate ELF-Africa's Mentorship Model and Alumni Engagement Model, linking Fellows with seasoned mentors for ongoing guidance and ensuring curriculum activities and follow-up mechanisms leverage the experience, networks, and peer-learning opportunities offered by the ELF alumni community.

Scope of Work and Responsibilities

The Curriculum Development Specialist will work closely with the ELF-Africa team in completing the following tasks:

·   Conduct thorough training needs assessment to define the current landscape of leadership in Kenya especially as it relates to the role of virtues like love, hope, integrity, courage and humility; as well as mindsets and practices of requirements of Ubuntu, African Dignity, Healing and Forgiveness, Listening and Centering Self.

·   Develop a curriculum and training materials which respond to the individual and general needs of communities, organizations and public institutions with detailed modules and training materials.

·   Develop a Capstone Projects Guide, a tool that will be used by fellows and mentors as Fellows do their capstone projects in their communities and/or organizations.

·   Develop the following instruments for self-learning within the curriculum: reflective practice exercises, self-assessments, and peer review assessments.

·   Make recommendations about how best to deliver the curricula, including recommendations about the most effective training strategies and methodologies for in-person, online, or blended learning formats, including maximizing digital learning opportunities.

·   Review, analyze and incorporate best practices, lessons and modules learned through the ILEAD Fellowship primarily, and our other projects such as the Public Service Emerging Leaders Fellowship (PSELF), The Good Politician, My Sisters Keeper, Tunaweza among other interventions as well as ELF's structured Mentorship Model and Alumni Engagement Model to ensure continuity, peer support, and intergenerational knowledge transfer.

·   Conduct training of trainers on the curricula, and curriculum validation with select stakeholders.

Deliverables

·   Completed VirtueLead Curriculum which includes the entire Course content, a
Facilitator's Guide, Capstone Project Guide and Fellow's Workbook.

·   Training of Trainers on the developed curriculum; and curriculum validation with select
stakeholders.

Duration

It is expected the assignment will take a maximum of one month with the consultancy closed out by
1
st
October 2025.

Submission of Interest & Qualification

To confirm your interest in this assignment, kindly submit the following documents to by
Sunday 31st August 2025
, at 11:59pm. Application should include:

a.   A brief professional bio highlighting experience in related work

b.   A proposal, workplan and budget

Qualifications

·   Master's Degree in either Education (Curriculum Development and Instruction); Development studies, Leadership and Management or any related field.

·   Proven experience in curriculum development, particularly in community, non-profit, public service, private sector or related fields; and experience in use of Action Research and Learning methods such as cooperative inquiries, appreciative inquiries, human centred design or/and, Asset Based Community Development which would be useful for capstone projects.

·   Strong experience in youth leadership programming.

·   Strong understanding of leadership needs and challenges in Africa across all political, social and economic sectors.

·   Ability to synthesize information from multiple sources and contexts.

·   Excellent project management and communication skills.

·   Familiarity with reflective practice in learning, including incorporation of immersion, community service and capstone projects as part of curriculum.