Job Description

Who We Are NewGlobe supports visionary governments to transform public education systems, the cornerstone of a prosperous, equitable, and peaceful society. With a comprehensive system transformation platform and data-driven educational services, NewGlobe delivers rapid and dramatic improvements in learning outcomes at state and nationwide scale. Through building impactful partnerships and programmes, NewGlobe ensures that all children have access to an education that will develop their full potential and create a foundation for growth and prosperity. NewGlobe leverages more than a decade of educational experience and proven impact in integrated school management, teacher professional development, instructional design innovation, technological system support, child-centered classroom practice, and parent engagement - all grounded in learning science - to ensure each teacher is empowered to engage children in transformational learning, and all children have the opportunity to develop to their full potential. Every day, NewGlobe supports governments to solve what were once seen as intractable problems, and by doing so, ensures this generation will be able to grow up to lead more fulfilled lives, while simultaneously building economic prosperity for themselves, their communities, and the globe. NewGlobe\xe2\x80\x99s high-touch, intensive professional development programs, along with integrated school management, teacher support, and assessment software, enable schools to succeed. NewGlobe works within state and national curriculum and syllabi, ensuring all children are empowered to learn their own history, and master local content, while being globally competitive in mathematics and languages. The science of behaviour change and the science of learning is at the foundation of all programming. NewGlobe works with urgency because youth quickly becomes adulthood and relentlessly because improvement requires continuous problem-solving. NewGlobe is honoured to serve and to help rebuild trust in public systems. NewGlobe\xe2\x80\x99s work is all encompassing and will challenge you to use your full mind, and heart, each day. We need bright minds who want to be part of building a new globe - a more equitable globe - to join us. Academics Group The objective of the Academics group is to drive student achievement. To do so, we must know - what is happening minute-by-minute for the typical child. The student\xe2\x80\x99s daily experience, and thus the path to achievement, emerges from their relationship with the teachers and the content that is delivered in the classroom. Our team is collaboratively organised around these levers. We develop rigorous content pitched at the right level for students to be delivered by a teacher who is prepared to succeed in the classroom. Our Instructional Design department writes the classroom content; our Production department ensures that content gets to the right place at the right time (digitally or in print); our Regional Academics team ensures that content is contextualized properly for each operating territory, without ever sacrificing any pedagogical value. Underpinning all of this is an empirical orientation toward pupil performance data, measured by regular assessments, which keeps us accountable to our ultimate goal: driving achievement. Learning Innovation Learning Innovation sets the improvement agenda for the Academics and Schools groups. The department is responsible for (i) improving our existing services (e.g. instructional materials, teacher trainings) through careful field work and observation, (ii) developing ideas and conducting rigorous research on new ways to generate large learning gains. About the Role The Vice President, Learning Innovation is the leader of the Learning Innovation Department, reporting to the Chief Academic Officer. (S)he will be responsible for setting the agenda for and overseeing the Learning Innovation portfolio across all NewGlobe programmes. This portfolio includes two core components: qualitative field work and quantitative, randomised evaluations. Qualitative field work includes daily lesson observations, teacher and parent interviews, focus groups, data collection, and the piloting of new programmes in each NewGlobe programme. The goal of qualitative field work is to ensure that NewGlobe\xe2\x80\x99s academic programming, including lessons and print materials, are leveled appropriately and effectively support teachers and pupils in the classroom. The goal of quantitative, randomized evaluations is to compare the effects of new, unproven interventions relative to our status-quo approach. This two-pronged approach is designed to optimize NewGlobe\xe2\x80\x99s academic programmes and inform decision-making based on a new approach\xe2\x80\x99s cost-effectiveness and scalability. The VP Learning Innovation will establish Learning Innovation\xe2\x80\x99s research portfolio. A large part of this will be generating ideas for future evaluation via A/B testing. Ideas should come from a wide variety of sources. This could include literature on best practices in the fields of pedagogy, learning science, or education programming. But ideas should also come from deep familiarity with pockets of excellence in the charter school world (high-performing US charters or UK Academies) and the international development space (Pratham\xe2\x80\x99s TaRL programme or Kenya\xe2\x80\x99s Tusome programme). Insights could come from randomized evaluations, but also from descriptive analysis of high-quality education programmes. Finally, new ideas should come from the VP Learning Innovation\xe2\x80\x99s creative mind. These might be ideas not yet explored or evaluated in a formal context. They might come from other fields like labor economics or health care. We want to ensure that Learning Innovation\xe2\x80\x99s research agenda reimagines the education space, and asks previously unasked questions about how to accelerate learning outcomes at scale. In addition to managing a large team and a diverse research portfolio, the VP Learning Innovation also manages relationships with key partners and stakeholders. Internally, this means tight communication with other departmental leaders to ensure that different stakeholders are aware of upcoming and ongoing evaluations, have had an opportunity to provide feedback on the project, and are apprised of results when they become available. The most important lateral relationship for the VP Learning Innovation to nurture is that with our territory teams. Our evaluations need to thrive in the context of real classrooms with real teachers and real students. A close working relationship with the program teams is essential for that to become a reality. Externally, this includes a team of researchers affiliated with various academic institutions and international development organisations with whom we work to design, implement, evaluate, and publish outcomes from randomised evaluations in a NewGlobe context. This also includes funders who support new and innovative programming. Learning Innovation outcomes have profound implications for both internal decision-making, and also for the international discourse in international education. The VP Learning Innovation must ensure that outcomes of our qualitative and quantitative research agenda are effectively communicated to key organisational stakeholders to ensure that they have an impact on plans for academic programming and school support systems. (S)he must also ensure that our findings are shared externally through a combination of informal writing (blogs), formal writing (working papers and academic publications), and conference presentations. What You Will Do

• Manage a large and geographically diverse department
• Set a cohesive research agenda for both qualitative field work and quantitative randomised evaluations, which is aligned to key academic and organisational objectives
• Ensure that the NewGlobe\xe2\x80\x99s Learning Innovation team is a thought-leader helping to shape the international conversation about how to best accelerate learning outcomes and reduce the global achievement gap through data-driven, scalable, low-cost solutions
• Design and direct the implementation of research studies; this includes evaluation of proposals, guidance on research design and sampling methods, creation of statistical models, and data visualisation. In some cases, this might also involve the creation of new materials for an intervention.
• Keep departmental leadership informed of upcoming and ongoing projects, evaluations, and outcomes
• Stay abreast of literature on innovative education programmes, pedagogical interventions, and learning science
• Nurture existing partnerships and foster new, productive relationships with academics and practitioners (with a focus on researchers working in NewGlobe\xe2\x80\x99s operating countries)
• Raise grant funds to support new programmes and evaluations, as well as the scaling of successful programmes
• Attend conferences and workshops to represent the work of the Learning Innovation department, and to present on Learning Innovation\xe2\x80\x99s research portfolio
• Publish outcomes of research projects, including through informal outlets and also in academic journals

• 10 - 15 years experience, preferably including at least 2 years as a classroom teacher
• An advanced degree in a relevant academic discipline, such as Education Policy, Economics, or Statistics
• Experience managing a team of 4 or more direct reports
• Strong writing and story-telling skills, including a deft ability to communicate outcomes to both academic audiences and also to government/non-academic stakeholders. Also, the ability to coach direct reports into doing the same
• Experience managing a diverse research portfolio, preferably at least partly in an international context.
• Deep knowledge of best practices in the field of education, pedagogy, learning science, and research methodology (familiarity with psychometrics a plus)
• Strong network with key actors in the international education community, including researchers, organisations, and funders
• Proven track record raising grant funding for projects and evaluations, and also managing budgets and financial reporting
• Successful history publishing informal writing, working papers, and academic papers
• Smart instincts around prioritization and calculating \xe2\x80\x98return on investment\xe2\x80\x99 for projects, along with ability to juggle many projects at once
• Laser focus on student achievement data and driving measurable learning gains across all classrooms we serve

• A detailed doer \xe2\x80\x93 You have a track record of getting things done. You\xe2\x80\x99re organized and responsive. You take ownership of every idea you touch and execute it to a fine level of detail, setting targets, engaging others, and doing whatever it takes to get the job done. You can multi-task dozens of such projects at once and never lose sight of the details. Likely, you have some experience in a start-up or other rapid-growth company.
• A creative problem-solver \xe2\x80\x93 Growing any business from scratch comes with massive and constant challenges. On top of that, NewGlobe works in often fragile, sometimes volatile low-resource communities and with complex government systems. You need to be flexible and ready to get everything done effectively, quickly, and affordably with the materials at hand.
• A relentless advocate \xe2\x80\x93 The children we serve and teachers we empower never leave your mind. You know them, get them, have shared a meal with them (or would be happy to in the future). You would never shrink back from shaking a parent\xe2\x80\x99s hand or picking up a crying child, no matter what the person was wearing or looked like. Every decision you make considers their benefit, experience, and value.
• A malleable learner \xe2\x80\x93 You believe you can always do better. You welcome constructive criticism and provide it freely to others. You know you only get better tomorrow when others point out where you\xe2\x80\x99ve missed things or failed today.
• A data-driven decision-maker \xe2\x80\x93 When making decisions, you don\xe2\x80\x99t rely on your intuition alone. You collect data, you analyze it and make decisions with clear justifications.
• A curious investigator \xe2\x80\x93 You ask why a lot. You don\xe2\x80\x99t just take what you see and accept it. You wonder why it is that way, and are aware that the world we see is created by human choices and actions \xe2\x80\x93 and it could be different. You wonder, and see the world as wonderful even when you want to change a part of it that is unjust.