English Literacy Teacher
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As part of the Primary Literacy Project (PLP), Volunteers will contribute to an innovative and high-impact program. In its four years, the PLP has seen 5,229 teachers and tutors demonstrate improved literacy instructional practice, and over 143,000 pupils demonstrate improvement in basic literacy skills. Primary Literacy Volunteers have also helped 14,891 pupils access reading materials.
Volunteers will be assigned to serve as either an English Literacy Teacher or a Teacher Trainer. Both of these roles utilize approaches to capacity building that include model and co-teaching, assessment, sharing resources, and developing teaching materials with local teachers. Volunteers in both areas are also expected to become involved in their community and support school-based projects. These projects might include working with schools to develop and regularly utilize libraries, establishing after-school programs such as book clubs and readers’ theater, and engaging parents and other community members in national level literacy initiatives, such as national Drop Everything and Read (DEAR) Day, My Language Spelling Bee, and Literacy Month.
There are however distinct differences in the day-to-day activities of the English Literacy Teacher and the Teacher Trainers:
English Literacy Teachers are placed at Primary Schools. They work with in-service teachers to build their capacity for literacy instruction by leading professional development on teaching phonemic awareness, alphabetic principle, fluency, vocabulary and comprehension. Additionally, they collaborate with Head Teachers to create a positive school culture and staff climate, implement resource rooms or develop libraries, and design positive behavior systems and alternative disciplines. English Literacy Teachers also implement school-based reading intervention programs for early readers.
Teacher Trainers must have previous teaching experience and are placed at Primary Teachers’ Colleges (PTC). They deliver content-based instruction in Math, Science, English, Early Childhood development, and/or information and communication technologies (ICT) to pre-service teachers. Additionally, they train future teachers on best practices for teaching literacy, instructional approaches, innovative instructional materials, engagement strategies, resource room or library development, positive behavior systems and alternative discipline. Teacher Trainers also provide instructional coaching for pre-service teachers during their school practice, small group remedial classes and collaborate departmentally with faculty.
There are many opportunities for collaboration across the PTCs and the primary schools. About 66% of Education Volunteers are English Literacy Teachers at the Primary school level, as the Teacher Trainer positions require previous teaching experience. Thus individuals should be prepared to serve in either a primary school or a teachers college. These assignments are based on a combination of applicant preference, skills, experiences, and community needs.
Peace Corps Uganda promotes gender awareness and girl’s education and empowerment. You will receive training on gender challenges in Uganda, and you will have the opportunity to implement gender-related activities that are contextually appropriate. During your service, you will be expected to look for ways to work with community members to promote gender-equitable norms and increase girl’s sense of agency. As part of your work, you will also report on these efforts and their impact.
• BA/BS any discipline and a strong desire to teach English.
• Bachelor of Arts/Bachelor of Science degree in Preschool, Early Childhood, Middle School or Elementary Education
• Bachelor of Arts/Bachelor of Science degree in any discipline with Elementary Education state certificate
• Bachelor of Arts/Bachelor of Science degree in any discipline with 1 or more school year classroom teaching experience at the Early Childhood, Middle School, or Elementary level. Montessori (full-time) teaching experience also acceptable
• 3 months, 10 hours/month, or 30 hours of English or literacy/tutoring experience with primary, middle, or high school students, or adults
• Experience in the following areas: teaching Literacy; teaching large multi-level classes; classroom management
• Ability to live and work in an isolated, mostly undeveloped, rural environment with limited resources
• Tolerance for uncertainty and patience for working within a challenged educational system with low levels of literacy, as well as teachers with limited and/or no training
• An openness to diverse learning/working styles and the ability to respectfully encourage participation in underrepresented groups i.e. women, youth, and the disabled
• Willingness to work on coaching/camps, workshops, curriculum development and training
• Strong interpersonal skills and the willingness/ability to build good working relationships with school authorities
Required Language Skills
Additional Language Information
Cell phone service is available across the country especially where Volunteers live. Wi-Fi and internet is not common in rural areas and usually unreliable. Cyber cafes and internet connectivity are available within urban areas. USB modems and smart phones are available for purchase and can be used for internet access in some places. Mail generally takes a long time, but Volunteers can readily communicate through cell phones and app-based messaging services.
Trainees stay with host families for four weeks during Pre-Service Training (PST). A private, lockable room will be provided within the host family accommodation. Trainees will share common areas with the family. A homestay provides an opportunity for Volunteers to be familiar with cultural norms. Some Volunteers will also live with home stay families during their two years of service after PST.
Volunteers may be a 2-3 hours’ drive from each other in some areas, while others are much closer. The site placement process will enable staff to determine whether Volunteers prefer to be clustered or more distantly placed from other Volunteers. Getting around will be by walking, riding a bicycle, or using local transportation. Public transportation is available near most communities and allows for transit to and from the nearest urban areas or trading centers, though it is likely to be crowded, uncomfortable, and unreliable. Volunteers are provided funds to buy a local bicycle. Due to safety risks, Peace Corps Uganda prohibits the use of motorcycle taxis by Volunteers.
Although polite, warm and welcoming, Ugandans have a conservative culture compared to what Americans may be used to. As outsiders and leaders in their communities, Volunteers are often scrutinized and held to high standards. Living and working productively in Uganda means being able to adjust to different cultural norms which will impact community integration and credibility.
Education Volunteers in Uganda are expected to adhere to the Uganda Teacher Code of Conduct, which specifies dress code, and generally aligns with standards of professional dress we are familiar with in the U.S; knees and shoulders covered for women, button up shirts tucked in, and closed toed shoes for men. While teaching, women should be prepared to wear dresses or skirts, as that is the cultural norm. Dress, in Uganda, directly reflects the level of respect you give to others and others give you.
Peace Corps Uganda provides support to a diverse group of Volunteers of various faiths, identities, and sexual orientations. It is important to note that Uganda has restrictive laws that target certain sexual acts. Volunteers need to be mindful of cultural norms and country-specific laws, and use their best judgment to determine how to approach topics related to sexual orientation and gender identity in their communities and host country. Please refer to the Local Laws and Special Circumstances of the U.S. Department of State's travel page for more information on Ugandan laws- https://travel.state.gov/content/passports/en/country/uganda.html.
Uganda can be a challenging cultural and physical environment, but the majority of Volunteers are able to adjust and find great satisfaction in their work as Teachers or Teacher Trainers, build meaningful friendships with host country nationals, and feel rewarded by their service.
Learn more about the Volunteer experience in Uganda: Get detailed information on culture, communications, housing, and safety — including crime statistics [PDF] — in order to make a well-informed decision about serving.
Medical Considerations in Uganda
- Uganda may not be able to support Volunteers with the following medical conditions: asthma, including mild or childhood; insulin-dependent diabetes; gastroenterology; some types of gynecologic support; seizure disorder; ongoing counseling.
- The following medication(s) are not permitted for legal or cultural reasons: none identified.
- Volunteers who should avoid the following food(s) may not be able to serve: none identified.
- After arrival in Uganda, Peace Corps provides and applicants are required to have an annual flu shot, to take daily or weekly medication to prevent malaria, and to receive mandatory immunizations.
Before you apply, please also review Important Medical Information for Applicants [PDF] to learn about other health conditions typically not supported in Peace Corps service.
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