Position Overview

Tatu City's AI Learning Lab is seeking a qualified, dependable, and learner-focused Mathematics Teacher to support the implementation of a structured educational research study involving Grade 7 and Grade 8 learners.

The study aims to evaluate the effectiveness of teacher-assisted learning compared to AI-assisted learning using Microsoft Copilot, while learners engage in self-paced mathematics practice through Khan Academy. The selected teacher will facilitate learning sessions for a cohort of approximately 20-25 learners and ensure strict adherence to the study's instructional and research protocols.

This role is ideal for an educator who values evidence-based practice, can operate within a highly structured environment, and is skilled at guiding learners through questioning and coaching rather than direct instruction.

Key Responsibilities

1. Instructional Facilitation and Learner Support

• Facilitate two 40-minute mathematics learning sessions per week over a 12-week period (24 sessions in total).
• Support learners using the project's standardized Common Help Ladder framework.
• Provide brief, targeted coaching interventions that promote learner reasoning, self-correction, and conceptual understanding.
• Limit learner support interactions to approximately 2-3 minutes per learner to maintain consistency across participants.
• Encourage independent problem-solving by using guided questioning techniques rather than providing direct answers.
• Maintain a positive, inclusive, and supportive learning environment that encourages learner engagement and confidence.
• Ensure all instructional support aligns with approved research protocols.

2. Curriculum Delivery and Session Management

• Support learning exclusively within the approved Grade 7 or Grade 8 Khan Academy mathematics pathway.
• Follow the prescribed instructional sequence, including topics such as- Proportional Relationships, Equations and Expressions, Linear Relationships.  Geometry and Measurement and other approved curriculum topics.
• Deliver all sessions consistently, maintaining the prescribed timing, pacing, and learning conditions.
• Refrain from assigning homework, conducting additional lessons, or introducing unapproved teaching materials.
• Ensure learners remain focused on approved study activities throughout each session.

3. Research Integrity and Assessment Security

• Adhere strictly to all study procedures, protocols, and operational guidelines.
• Maintain accurate session documentation using assigned participant research identification numbers only.
• Protect learner confidentiality and ensure personal information is not recorded in research documentation.
• Ensure that no AI tools, including Microsoft Copilot, are used within the teacher-assisted study cohort.
• Promptly report any protocol deviations, operational concerns, or incidents that may affect study outcomes or validity.
• Support efforts to maintain consistency and reliability across all study sessions.

4. Safeguarding, Ethics, and Data Protection

• Comply fully with all child safeguarding policies and procedures.
• Adhere to all ethical research, confidentiality, and data protection requirements.
• Immediately report and escalate any safeguarding concerns, data privacy breaches or incidents, technical disruptions, research protocol deviations, health and safety concerns.
• Collaborate with project leadership and research staff to maintain a safe, compliant, and learner-centered environment.
• Demonstrate professionalism and ethical conduct when interacting with learners, parents, and project stakeholders.

Requirements

• Diploma, bachelor’s degree, or equivalent qualification in Education.
• Specialization in Mathematics, Science, or a related field is preferred.
• Current Teacher Service Commission (TSC) registration will be an added advantage.
• Proven experience teaching Mathematics at Grade 7 and/or Grade 8 level.
• Strong understanding of the Kenyan Competency-Based Curriculum (CBC), particularly Junior Secondary Mathematics.
• Experience supporting learners with diverse learning needs and ability levels.
• Previous participation in educational programs, pilot projects, or research studies is desirable but not mandatory.
• Basic digital literacy and proficiency in using technology for learning.
• Ability to navigate learning management systems and online educational platforms.
• Competence in using tablets, laptops, web-based applications, and other digital learning tools.
• Comfortable supporting learners in a technology-enabled learning environment