Role: State Numeracy Specialist, New Delhi Experience: 6-8 years Salary: 10 to 12.5 LPA _________________________________________________________________ About the Organization We are an education nonprofit that partners with state governments to strengthen Foundational Literacy and Numeracy (FLN) outcomes at scale. The organization serves as a technical partner to the State Council of Educational Research and Training (SCERT), supporting the design and implementation of state-wide FLN initiatives under the NIPUN Bharat mission. About the role The State Numeracy Specialist is a senior technical role and the primary subject matter lead for foundational numeracy and mathematics pedagogy within the embedded team at SCERT. The role’s principal responsibility is state-level academic support — working alongside SCERT, DIETs, and the district academic system to co-develop instructional materials, strengthen teacher training systems, build DIET and DRG capacity, and design multi-modal CPD frameworks for FLN teachers. Where district-level demonstration projects are implemented, the Specialist also provides direct academic support to those districts, deepening the state-level work with on-ground evidence and practice. This role will be meaningful for someone who combines strong mathematical content knowledge with a genuine commitment to how children learn number concepts, and who can work effectively within government systems to drive lasting change. Key Responsibilities 1. Technical Leadership for Foundational Numeracy (State Level) • Provide technical inputs to SCERT and state institutions on foundational numeracy, early mathematics learning, and FLN pedagogy. • Support the development and implementation of state FLN strategies, academic plans, and NIPUN Bharat-aligned numeracy initiatives. • Ensure coherence across academic inputs by aligning them with NEP 2020, NIPUN Bharat, and state priorities. • Represent the organization in state-level academic consultations, technical working groups, reviews, and government meetings. 2. Strengthening Teacher Training Systems • Lead the design, development, and review of numeracy-focused teacher training modules, facilitator guides, and learning materials. • Support the planning and execution of large-scale teacher training programmes, including cascade training models. • Build the academic capacity of DIET faculty, master trainers, Block Resource Persons (BRPs), and other education functionaries. • Promote practice-oriented professional development through demonstration lessons, peer learning, model classes, and mentoring. • Improve training effectiveness through systematic observation, structured feedback, and continuous academic support. 3. Academic Support to State and District Systems • Work closely with district teams to strengthen training delivery, improve classroom practices, and develop local academic leadership. • Support district-level officials (BEOs, BRPs, DIET faculty) in academic planning, review processes, and on-ground problem-solving. • Facilitate contextualized, responsive solutions to FLN implementation challenges at the block and cluster level. 4. Strengthening Classroom Practices • Support the implementation of evidence-based numeracy practices in FLN classrooms. • Strengthen teacher approaches across key numeracy domains: number sense and number operations; mathematical reasoning and problem-solving; measurement, geometry, and data handling; and the use of manipulatives and activity-based learning. • Guide district and block-level teams on effective classroom observation and academic support processes for numeracy. • Identify persistent classroom challenges and design targeted academic support interventions to address them. 5. Academic Resource Development • Lead or contribute to the development, contextualization, and quality review of teacher training modules, teacher guides, TLMs, assessment tools, and academic frameworks. • Ensure all materials are pedagogically sound, contextually appropriate, and aligned with state curriculum and FLN frameworks. • Work collaboratively with SCERT and internal teams to iteratively refine and improve academic resources. 6. Institutional Capacity Building • Support SCERT and DIETs to strengthen their academic leadership functions and teacher support systems. • Design and implement capacity-building initiatives for DIET faculty, BRPs, and academic support cadres. • Mentor government functionaries to improve training quality, classroom support delivery, and academic monitoring. • Contribute to building sustainable, government-owned systems for continuous professional development. 7. Monitoring, Evaluation, and Learning • Support the use of classroom observation data, training assessments, and learning outcomes data to inform academic decisions. • Analyze implementation evidence and surface priorities for academic improvement. • Prepare academic reports, case studies, technical briefs, and learning documents for internal and government audiences. • Contribute to organizational learning and knowledge management processes. 8. Support to Demonstration Districts (where applicable) • Where district-level demonstration projects are implemented, provide intensive on-ground numeracy academic support to selected districts alongside the state-level role. • Work with DIET faculty, BEOs, and BRPs in demonstration districts to strengthen planning, training delivery, classroom support, and academic review processes. • Document innovations, field challenges, and learnings from demonstration districts to inform and strengthen state-level academic strategy. Key Deliverables • Strengthened numeracy-focused teacher professional development systems at state and district levels. • Improved quality of numeracy instruction and classroom practices across districts. • Enhanced academic capacity of SCERT, DIET, and district-level structures. • High-quality academic resources, training modules, assessment tools, and support systems, developed and reviewed periodically. • Regular academic reports, documentation, and technical inputs for state stakeholders and leadership. Required Qualifications & Experience • Education: Master's degree in Mathematics, Mathematics Education, Elementary Education, or a closely related field. • Experience: 6–10 years of relevant experience in education programmes, with a strong focus on foundational numeracy, mathematics education, or FLN. • Demonstrated experience in teacher professional development, academic support, and instructional design. • Prior experience working with government education systems, particularly SCERTs, DIETs, or large-scale state programmes. Key Skills & Competencies • Deep understanding of foundational numeracy and mathematics pedagogy, including activity-based and constructivist approaches. • Strong instructional design and academic content development skills. • Proven ability to design and facilitate effective teacher training programmes. • Skilled at facilitation, mentoring, and coaching, including of government functionaries. • Ability to engage constructively and build credibility with senior government stakeholders. • Strong analytical, documentation, and report-writing skills. • Excellent communication skills in both Hindi and English. Preferred Experience • Prior experience working with SCERTs, DIETs, SIEMATs, or within government academic systems. • Hands-on experience with FLN implementation under NIPUN Bharat. • Involvement in state-level education reform, technical assistance, or system-strengthening projects. • Multi-district programme implementation experience. • Familiarity with the local education landscape and ecosystem. • Hiring Note: Applications will be reviewed on rolling basis. This job is first posted on June 30th, 2026 on Ground Zero For any questions, ping us on WhatsApp chat: +91-8058331557