1. Role Snapshot

FieldDetailsRole TitleTeacher ChampionOrganisationEdspectrum FoundationProgramAkshara English Skill-Building Program 2026–27Role NatureSchool-based English teaching and implementation supportEmployment TypeFixed-term employmentDuration1 July 2026 to 31 March 2027ProbationFirst 3 months, subject to reviewCompensationINR 10,000 per monthLocationAssigned Akshara partner school(s) in Delhi/FaridabadReporting ToAssigned Academic Coordinator / Program ManagerScheduleAs per offer letter and programme schedule

2. About Edspectrum and Akshara

Edspectrum Foundation is a non-profit organisation working to reduce barriers of access, awareness and capacity in education. It designs learning-focused programmes for children, teachers, parents and communities so that children receive meaningful opportunities to learn, participate and progress.

Akshara is an English skill-building programme for middle-school students from government and low-income school contexts. Many students are in higher grades but still face gaps in listening, speaking, reading and writing. Akshara helps students build usable English through structured classes, repeated practice, assessments, classroom evidence, AI-IVRS speaking and listening practice, and school engagement.

The programme supports students to introduce themselves, ask and answer questions, describe people and experiences, read short texts, speak with confidence, write simple responses and gradually use English with less teacher prompting.

3. Role Purpose

The Teacher Champion will conduct structured English-learning sessions for assigned students and help them participate, practise and improve in English.

The role includes classroom teaching, lesson preparation, learner support, student evidence collection, assessment support, AI-IVRS participation support, documentation, school-stakeholder relationships, monthly school update meetings and identification of school-based English-practice opportunities that can continue even when Edspectrum is not present.

The Teacher Champion must participate in assigned trainings, workshops, step-backs, review meetings and learning opportunities. This is an assigned-school implementation role and does not carry ownership of programme strategy, curriculum design, cross-school leadership or organisation-wide reporting.

4. Key Responsibilities4.1 Classroom Teaching and Participation

Conduct English classes as per approved timetable, lesson plans and programme expectations. Build students listening, speaking, reading and writing skills through regular classroom practice.

Create a safe, respectful and non-shaming classroom where students can ask, answer, read, write, speak, make mistakes, receive support and improve. Participation must not be limited only to confident students.

4.2 Lesson Preparation and Learner Support

Prepare from shared lesson plans and teaching-learning material before class. Ensure activities align with the lesson objective.

Use scaffolds such as word banks, sentence frames, picture prompts, pair practice, oral rehearsal and guided reading. Support students who need help while also engaging students ready for challenge.

Apply academic guidance from trainings, classroom observations and review meetings. Flag student-readiness, lesson-execution or school-environment challenges to the reporting manager.

4.3 Evidence and Assessment Support

Collect assigned evidence of student learning, including written work, oral responses, reading attempts, speaking tasks, worksheets and observation notes.

Notice and record students who are struggling, improving, absent regularly or not participating. Support fair and accurate baseline, formative, midline and endline assessments wherever assigned.

Assessment and evidence must be recorded honestly. The Teacher Champion must not prompt students in ways that compromise assessment integrity or inflate evidence of learning.

4.4 AI-IVRS and Home-Practice Support

Where AI-IVRS is part of implementation, explain its purpose to assigned students and parents wherever required.

Encourage students to attempt scheduled practice, support hesitation or confusion, record participation information and identify barriers such as phone access, incorrect contact details, timing issues, parent concerns or technical difficulty.

The Teacher Champion is not responsible for backend technology, but is responsible for helping assigned students understand and value the practice opportunity.

4.5 School Stakeholder Relationships

Build respectful relationships with school teachers, coordinators, principals and relevant stakeholders.

Share brief and accurate updates on Akshara classes, student participation, attendance concerns, learning evidence, upcoming activities and support required from the school.

Conduct one planned monthly programme-update meeting with relevant school stakeholders, in coordination with the reporting manager. Record discussion points, actions agreed, school support offered and concerns requiring escalation. Do not make commitments on behalf of Edspectrum without approval.

4.6 School-Based English-Practice Opportunities

Identify practical opportunities within the assigned school where students can practise English beyond Akshara classes and without daily Edspectrum presence.

Examples include English greetings, word/phrase/sentence of the week, short announcements, functional English charts, peer-speaking practice, reading corners, student introductions, assembly presentations or selected English classroom routines.

Discuss feasible ideas with school stakeholders, share recommendations with the reporting manager and support approved opportunities where possible.

4.7 Training, Documentation and Coordination

Attend and actively participate in all assigned induction sessions, trainings, workshops, review meetings, step-backs and learning opportunities.

Complete assigned preparation, reflection, practice tasks or follow-up work linked to these spaces and apply learning in classroom practice.

Maintain attendance, classwork, student-progress records, assessment records, AI-IVRS records, classroom evidence, school interaction notes and monthly meeting action points accurately and on time.

Coordinate respectfully with school staff for smooth class implementation and support parent meetings, showcases or student-facing activities wherever assigned and planned.

5. Expected Outcomes

Strong performance should result in:

Students receiving regular and purposeful English-learning opportunities.
Improved student participation and comfort in using English.
Practice across listening, speaking, reading and writing.
Mixed-level students receiving appropriate classroom support.
Respectful, safe and learning-focused classes.
Accurate and timely classroom evidence and records.
Responsible support for assessments and AI-IVRS participation.
School stakeholders being informed about implementation and student participation.
Monthly stakeholder meetings with updates, challenges, support needs and action points.
Practical school-based English-practice opportunities being identified and supported.
Consistent participation in trainings, workshops, step-backs and learning spaces.

6. Skills and Competencies

The Teacher Champion should be able to facilitate simple, structured English-learning experiences for middle-school students, encourage participation across listening, speaking, reading and writing, use scaffolds such as prompts, word banks, sentence frames, modelling and pair practice, give respectful feedback and share learner observations with the academic team.

The role requires respectful relationships with school stakeholders, clear communication of programme updates and classroom challenges, simple monthly stakeholder discussions and respectful parent engagement wherever assigned.

The Teacher Champion must follow approved lesson plans, programme routines and assessment instructions, maintain accurate records, support AI-IVRS participation, identify barriers and report them to the appropriate team member.

The role requires openness to feedback, willingness to improve practice, reflection, reliability, punctuality and ownership of assigned responsibilities.

7. Required Profile

The candidate should have working proficiency in spoken and written English, interest in teaching middle-school students, ability to facilitate a positive and respectful classroom, patience with students who hesitate to use English, willingness to follow plans and feedback, respectful communication with school/parent stakeholders, basic comfort with WhatsApp, Google Forms/Sheets or similar tools, and reliability in completing assigned work.

8. Preferred Qualifications

Graduation in English, such as B.A. English or equivalent, will be preferred. Prior teaching, tuition, volunteering or classroom-facilitation experience will be an advantage.

Familiarity with children from government schools or underserved communities will be preferred. B.Ed. or CTET qualification will be an added advantage.

9. Employment Duration and Probation

The employment term will be from 28 June 2026 to 31 March 2027, unless concluded earlier as per the offer letter or employment agreement.

The first 3 months will be probation.

Continuation after probation will depend on satisfactory performance, conduct and programme requirements. Completion of probation does not extend the fixed-term period.

10. Safeguarding and Professional Conduct

The Teacher Champion must treat every student with dignity and respect. Physical punishment, humiliation, threats, fear-based discipline or shaming are strictly prohibited.

11. Final Role Statement

The Teacher Champion is responsible for helping assigned students receive regular, respectful and purposeful English-learning opportunities through classroom preparation, patient facilitation, student-centred teaching, accurate documentation, responsible assessment and AI-IVRS support, school relationship-building and professional learning.