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Project Description
As part of the Primary Literacy Project, Volunteers choose to serve as either a Teacher Trainer or a Literacy Specialist. While both roles utilize approaches to capacity building that include model and co-teaching, assessment, and engagement in national level literacy initiatives, such as National Drop Everything and Read (DEAR) Day, the My Language Spelling Bee or Literacy Month, there are distinct differences in the day to day job activities.
Teacher Trainers are placed at Primary Teachers’ Colleges (PTC). They deliver content based instruction in Math, Science, English and/or ICT to pre-service teachers, in addition to training 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.
Literacy Specialists 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 positive school culture and staff climate, implement resource room or library development, design positive behavior systems and alternative disciplines. Literacy Specialists also implement school-based Reading Intervention programs for early readers. Literacy Specialists serving in Primary Schools implement reading intervention programs, to help support pupils who are reading below grade level, through various approaches including multiple modalities, small group or one to one instruction that supports struggling readers.
There are many opportunities for collaboration across the PTCs and the primary schools. The Education programming staff will also provide support and guidance for Trainees as they determine which role is the best fit.
Children with learning disabilities are often undiagnosed, and learners with physical challenges, visual impairments and deaf or hard of hearing are typically mainstreamed. While we support an inclusion model for these learners, they are often included in the general classroom without modifications and accommodations that help them access learning.
Required Skills
Competitive candidates will meet or exceed the following criteria:
• BA/BS in Secondary Education with concentration in English, TEFL or a foreign language; or
• BA/BS in any discipline with state certification at the secondary level in any discipline (English, TEFL, foreign language, art, or social science); or
• BA/BS in English, TEFL or Linguistics; or
• BA/BS in any discipline with English, foreign language, or literacy tutoring experience with primary school, middle or high school students, or adults.
Desired Skills
The following skills or interests will be relevant for this project:
• Tutoring in after school programs
• Prior experience in organizing camps, after school or extracurricular activities
• Background in teaching English as a foreign language
• ICT
• Youth engagement
• Dance, drama, music, physical education, athletic coaching
• Experience working with children who have special needs
Required Language Skills
There are no pre-requisite language requirements for this position. Please take a moment to explore the Language Comments section below to find out more on how local language(s) will be utilized during service.
Additional Language Information
English is the language of government systems, exams and instruction after grade 4 in Uganda. Volunteers receive 5 weeks of training in the local language used in his/her assigned community through community based satellite training while living with a Ugandan ‘homestay’ family. The languages are Luganda, Acholi, Dhopadohla, Runyankole-Rukiga, Runyoro-Rutoro, Lugbara for 2014-2016 training group.
Specific language policy for PC Uganda requires that PCVs receive intermediate-low rating on the Language Proficiency Index (LPI) prior to Swearing In. Support, such as extended tutoring once at site, or accommodations/modifications for learners with special needs, are in place to help each Trainee achieve the level of local language proficiency needed for community integration and fulfilling job descriptions. Trainees who achieve above intermediate-low on the LPI receive special distinguishments.
Living Conditions
During the Volunteer’s service, he/she will most likely live in a rural/peri urban area in accommodation provided by your College or school. Housing will probably be very modest, but it is often provided at great expense to the school or college and/or community. While it must meet basic Peace Corps housing standards, the Volunteer should come with modest expectations (no electricity, no running water, outdoor bathing areas and pit latrines) and a willingness to happily accept what your school or college has to offer.
The requirements for housing include at least one room big enough to allow space to sleep, cook and bathe, and a secure (likely outdoor!) latrine. Your "house" may be half of a simple duplex built for other staff members of your organization or it may be some other accommodation that your school or college has designated and that Peace Corps staff has approved. In some cases, a Volunteer may have running water or electricity—but this is not the standard. Volunteers will likely use a kerosene lantern or solar lamp and stove. Housing is required to come with some basic furnishings that may be supplemented with the modest settling-in allowance provided by Peace Corps. Please be prepared for living with a host family for four weeks during pre-service training.
Your transportation will be by foot, bicycle, or local public transport. Public transportation is available near most sites, and, in most cases, goes at least twice a day to and from the nearest urban area or trading center. Public transport is likely to be crowded, uncomfortable, and unreliable. You will be provided funds to buy a local bicycle. Due to extreme safety risks, Peace Corps Uganda strictly prohibits the use of motorcycles (boda-bodas) by Volunteers. Similarly, Volunteers are not allowed to drive motor vehicles during their service, no exceptions. If these policies are violated, you will be sent home.
Uganda is a very conservative culture. As outsiders, Volunteers are always under scrutiny and judgment, which deeply impacts community integration and credibility. Accepting to live and work productively in Uganda means adjusting to those cultural norms. Ugandans are interested in visitors, are welcoming and open when they feel mutual respect.
It is important to note that LGBT Volunteers cannot serve openly in Uganda. In 2014, Uganda enacted the Anti-Homosexuality Bill, making homosexuality practices a criminal offence and placing greater visibility on Western visitors. Volunteers are advised to avoid engaging in discussion of this topic in their communities. Currently the bill has been repealed, however attitudes remain the same, and the AHA bill could be reenacted at any time.
Peace Corps staff has received extensive training on LGBT issues, and there is a number of designated staff who can provide confidential support.
The Anti-Pornography Bill (aka the ‘anti-miniskirt bill’) also was passed this year that makes attire, particularly for females, subject to fines and/or imprisonment. After some sensational cases, this bill was rescinded. Regrettably, not all Ugandans are aware of this and some will publicly complain about dress they consider indecent. Education PCVs 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. Please note that while teaching, women should be prepared to wear dresses and/or skirts, as that is the cultural norm. In Uganda, the way you dress directly reflects the level of respect you give to others.
Uganda is a challenging cultural and physical environment, but the majority of Volunteers are able to adjust and find great satisfaction in their work as Teacher Trainers or Literacy Specialists, build meaningful friendships with host country nationals, and feel rewarded by their service.
