Specialist- Curriculum and Teacher Development (Embedded in OPs team)

About Udhyam:

Udhyam Learning Foundation (Udhyam) is on a mission towards Making Bharat Entrepreneurial. We believe that entrepreneurial mindsets are a powerful way to channelize an individual’s potential as they enable agency and allow an individual to work on their strengths while creating value for the world.

Our programs:

Udhyam Shiksha works on developing entrepreneurial mindsets among the youth in the government high schools and enabling them to achieve their potential, having impacted ~24,00,000 learners across 10 Indian states.

Udhyam Vyapaar focuses on nano businesses in India, and solving large problems faced by them, at scale; having already enabled up to a 27% income uplift for 5000+ entrepreneurs.

Udhyam Shiksha’s Program Model:

Udhyam Shiksha works in collaboration with the state governments to implement the Entrepreneurial Mindset Curriculum (EMC) in grades 9th to 12th. EMC is designed to build agency in learners by providing real world learning opportunities to high school students across 4 years. EMC is designed on the foundations of experiential learning and encourages learners to make choices, work in teams, go out of their comfort zones and try new experiences.

About the role:

We are looking for a Curriculum & Teacher Development Specialist at Dehradun to work closely with the state team to integrate the curricular vision and practices to enable them to create and administer Entrepreneurship Mindset Curriculum at scale.

Role and Responsibility

Curriculum Design:

• Own the adaptation of central curriculum design for state context

• Co-own alignment building and vetting processes with the state government

• Facilitate feedback loops between the field, state team and central curriculum team to identify gaps and improve curriculum design and resources.

Teacher Development:

• Own the alignment building processes on training and ongoing support design between state and central teams

• Drive aspects like schedules, resource allocation in regards to teacher support for the state

• Closely work with the on-going support team to create and implement the support plan for teachers in the state

• Facilitate MT and principal workshops and iterate designs as needed

• Support the capacity building of internal team and observers

• Track emerging teacher-support needs and ensure that these are reflected in training, ongoing support and curriculum improvements.

User Centricity:

• Observe schools and document in alignment with the guidelines.

• Support in testing the curriculum

• Own the process of setting systems to incorporate user feedback.

• Conduct regular practice sessions, coaching and capacity-building activities for OPs based on field needs.

• Accompany OPs during school visits, where required, and provide feedback to strengthen their ability to observe classrooms and support teachers.

Implementation/Program Management:

• Work in synergy with the SCERT teams to create buy-in for the designs.

• Gather and synthesise insights from teachers, students, OPs and other field stakeholders to identify recurring implementation and design challenges.

• Use classroom observations, teacher feedback and implementation data to identify priorities for curriculum, training and ongoing teacher support.

• Present and facilitate discussions on curriculum, training and teacher-support approaches with government stakeholders.

Skills, Experience and Mindsets:

• 2–3 years working across curriculum writing, classroom observation, and training or facilitation

• Some exposure to working with or within a government/state system (SCERT, education department, or similar) is a strong plus

• Background in 21st-century skills, competency-based education, or pedagogy

• Prior classroom teaching experience is a strong plus, not a must

• Strong facilitation and presentation skills.

• Ability to give constructive feedback and coach others.

• Ability to synthesise qualitative feedback into clear insights.

• Ability to manage multiple stakeholders and timelines.

• Working understanding of how curriculum design connects to classroom delivery

• Ability to understand student and teacher needs and reflect on why a design may or may not work

• Highly collaborative in working with Ops teams, other curriculum team members and government functionaries

• Proactive and commitment to creativity and user centricity

• Can track plans and timelines without heavy handholding

• Willingness to work in the field and travel across Uttarakhand

• Knowledge of Hindi (speak and read)/local language