This position is for the role of a SPED Educator working with adults with developmental disabilities and other special needs in the Adult Disability (AD) setting. This role focuses on translating special education competencies using the Enabling Skills Competencies Framework (ESCF) for adult services to enhance programme quality and outcomes. You will support the development and implementation of curriculum, contribute to a practice guide, and provide training and coaching to key staff within the Social Service Agency (SSA), including the Master Trainer (MT), allied health professionals (AHPs), and senior/training officers (STOs/TOs). A key focus of the role is to support capability building of SSA through structured training, coaching, and practice support.

This role is part of a 3-year pilot project looking at redefining programmes within the Adult Disability setting to build a more cohesive continuum of service across the lifespan, and to generalise interventions across settings. You will be working both independently and as part of a multidisciplinary team within the social service agency (SSA) and with the core technical assistance (TA) team at CPH.   

Responsibilities

1. Curriculum development and implementation

• Support development and review of curriculum design to ensure integration across ESCF domains (e.g., alignment of skills, concepts and opportunities for application and generalization).

• Ensure developed curriculum is responsive to diverse learner profiles by embedding appropriate instructional approaches, adaptations and evidence of learning into curriculum planning.

• Enable curriculum implementation through creation of templates, teaching resources, materials, and processes.

• Provide training, observations, and coaching which include regular case discussions to support curriculum implementation of ESCF Learning Outcome

2. Deliver and support training and coaching with the aim of building up SSA capabilities

• Design staff training (e.g., Positive Behaviour Support (PBS) strategies) based on identified learning needs of SSA staff, ensuring that training is practical, relevant and improves service delivery.

• Co-deliver training using a Train the Trainer model to build SSA capability in sustaining ESLP implementation.

• Establish and expand coaching structure within SSAs.

• Conduct and support fidelity checks in areas including intervention skills, coaching and training delivery. 

3. Build stakeholder relationships or capacity

• Support TA team in ESLP implementation including PBS, Practice Based Coaching (PBC), and other systemic supports.

• Co-develop practice guidelines and SoPs to support ESLP implementation and use of evidence-based best practices.

• Lead discussions and collaborate with SSAs on change management, ESLP implementation and sustainability planning, including resource allocation and integration into routine practice 

4. Maintain professional, legal, and ethical standards

• Support the implementation of professional standards in clinical, legal and ethical practices.

• Monitor staff adherence to policies and procedures for professional practices.

5. Others

• Participate in and contribute to meetings, including facilitating or presenting when necessary

• Prepare and submit reports e.g., monthly KPI tracking as needed.

• Carry out any other duties as assigned by Reporting Officers.

6. Self-development

• Attend CPH/SSA (seconding agency) endorsed training/workshops/seminars so as to develop relevant knowledge and skills 

• Receive formal supervision from own supervisors (if applicable) as part of professional development  

Requirements

1. Educational qualifications and work experience  

• Degree equivalent in Special Education, Psychology or a related field  

• Diploma in Special Education (DISE) or equivalent SPED qualification is preferred. 

2. Experience  

• At least 5 years’ experience working with persons with disabilities.  

• Preferred experience in curriculum development and implementation as well as instructional coaching.   

• Familiarity with evidence-based practices such as Positive Behaviours Support and Person-Centred Planning would be preferred. 

3. Other qualities   

• Demonstrated ability to work independently and collaboratively in multi-disciplinary team 

• Exceptional planning and organizational skills 

• Fluency in local languages and familiarity with the local context an advantage 

The Project Manager will be responsible for overseeing a CPH Implementation & Evaluation Project, from the initial ideation through to completion. As a Project Manager, you will be doing project management work together with other project coordinators/managers across different teams and organisations. 

For project management, you will coordinate people and processes to deliver the project deliverables on time, within budget and with the desired outcomes aligned to goals and objectives of the project. The Project Manager will also act as a liaison between various project teams, management, senior management and stakeholders.  You will leverage project management tools to monitor and provide regular updates to the Project Teams and stakeholders. A key aspect of the role will be identifying and mitigating risks that may impact the successful delivery of the project’s deliverables. 

Responsibilities

1. Overall Project Management 

• Support end-to-end project management in areas such as administrative operations, managing of resource access, compliance to protocols and guidelines, minutes taking across Technical Assistance (TA) and Evaluation teams. 

• Coordinate, schedule and communicate key activities (e.g., observations, assessments, training sessions, coaching, site visits and evaluations) between SSAs and both teams. 

• Track progress, timelines, risks and deliverables. 

• Maintain and manage accurate project documentation and reporting, ensuring compliance with project protocols and data requirements. 

• Support TA Lead and Principal Investigator (PI) in literature reviews and reporting writing.  

• Manage the relationship and communication with all stakeholders, ensuring the project is delivered to their satisfaction and to continually maintain a good working relationship. 

2. Cross-functional Team Support 

• Support TA team in clinical and implementation-related activities, including areas such as coordination of resources, materials/templates/checklists, training logistics and implementation supports to SSAs.  

3. Other responsibilities   

• Work closely with cross-departments teams within the same project to ensure resources are aligned and tasks are completely effectively. 

• Perform any other duties as assigned by the Reporting Officers – PI & TA Lead & Senior Management. 

• Undertake ongoing professional development and participate in supervision as part of role expectations. 

• Provide supervision, guidance, and support to other team members within CPH. 

4. Professional development

• Attend CPH endorsed training, workshops and seminars so as to develop relevant knowledge and skills.   

Requirements

1.       Educational qualifications

• A recognised Master’s degree in Applied Psychology, Research or relevant fields (e.g., Disability Studies, Special Education, etc).      

2.       Experience  

• 3 or more years of relevant large scale research experience with at least 2 years of relevant experience in project management and supporting a team of researchers.  

• Experience in the adult disability social service sectors would be an advantage. 

• Proficiency in project management software (e.g., Trello, Monday.com, Asana, etc.) would be an advantage. 

 3.       Other qualities   

• Strong administration, planning, organizational and time management skills  

• Strong oral and written communication skills 

• Able to problem-solve and provide creative and innovative solutions 

• Able to work efficiently under pressure and tight timelines 

• Able to work independently and collaboratively with diverse stakeholders, funders and partners as part of a project team 

Overview

Our Inclusive Support Programme (InSP) Technical Assistance (TA) team aims to build and scale a model of inclusive preschool practice across Singapore. We are seeking a highly skilled and experienced individual to support the implementation of the Inclusive Support Programme (InSP) through technical leadership, coaching, programme implementation, and capability building. 

In this role, you will lead the translation of evidence-informed inclusive practices into high-quality implementation across preschool sites, develop professional learning resources, provide technical assistance and coaching to preschool leaders and educators, oversee programme implementation, and contribute to continuous quality improvement initiatives.  

The role combines expertise in psychology, early childhood inclusion, implementation science and adult learning to strengthen inclusive practices across preschool settings with strong programme management capabilities to ensure implementation fidelity, high-quality professional learning, and successful delivery of programme outcomes. 

Responsibilities

1. Technical Leadership – InSP Design and Implementation 

• Lead the design, development, and refinement of evidence-based inclusive classroom practices for InSP preschool sites, drawing on local and international research. 

• Adapt and contextualise inclusive practices for the Singapore preschool landscape, ensuring alignment with policy directions and sector norms. 

• Collaborate with centre leaders, key staff, ECDA, and external partners to implement and iterate on the localised InSP model. 

• Identify implementation barriers and provide technical consultation to preschool leaders and educators to address implementation challenges and strengthen inclusive classroom practices. 

• Support implementation coaches, when needed, in planning, delivering and evaluating coaching supports across pilot and scale-up sites. 

• Lead Continuous Quality Improvement (CQI) processes — including formative and summative assessments — and use findings to adapt practices in a structured feedback loop. 

• Support centres in translating programme requirements into sustainable centre-level practices. 

• Develop and refine training materials, tools, and resources that support early childhood educators and centre leaders 

• Work with subject matter experts and overseas consultants, if needed, to ensure content is relevant, rigorous, and accessible. 

2. Sector Capability Building 

• Design and develop high-quality professional learning programmes, training workshops and learning resources that support inclusive early childhood education. 

• Facilitate workshops, brainstorming sessions, and feedback loops with educators, centre leaders, and stakeholders. 

• Develop implementation guides, coaching tools, practice resources and instructional materials that promote evidence-informed practice. 

• Support coaching delivery and capability building at the centre level as needed by applying principles of adult learning, instructional design and implementation science to strengthen professional learning experiences.   

• Facilitate reflective consultation with centre leadership teams to analyse complex child, classroom and organisational issues and co-develop sustainable implementation strategies. 

3. Stakeholder Management and Communication 

• Build collaborative partnerships with preschool operators, centre leaders, implementation partners, and other external stakeholders. 

• Serve as a point of contact for ECDA, EI partners, preschool leaders, and external stakeholders on both practice and operational matters. 

• Engage in stakeholder meetings; prepare agendas, facilitate discussions, and track follow-up actions. 

• Liaise with scale-up centres and maintain strong day-to-day working relationships with key staff. 

• Support the preparation and delivery of written reports, presentations, and briefings for funders and senior management. 

• When needed, contribute to manuscripts, abstracts, and presentations for publication, conferences, and stakeholder dissemination. 

4. Project Management and Reporting 

• Support end-to-end project management for InSP: scope, milestones, workstreams, and resource requirements. 

• Prepare and maintain detailed project plans; track progress against timelines and deliverables, and report regularly to stakeholders. 

• Manage the project budget — plan, track, and adjust for scope or schedule changes. 

• Identify, monitor, and mitigate project risks and delays; escalate issues with recommended solutions. 

• Ensure team adherence to protocols, data confidentiality requirements, and compliance obligations. 

• Track and report project progress to stakeholders on a quarterly basis; draft documents and reports for clearance. 

• Oversee data collection, management, and analysis relevant to project implementation and evaluation. 

• Translate findings into actionable insights for the team, funders, and stakeholders. 

5. Professional Development 

• Attend CPH-endorsed training, workshops and seminars to develop relevant professional knowledge and skills. 

• Stay current with developments in early childhood education, inclusive education, implementation science, coaching and adult learning to continually strengthen programme quality. 

Requirements

1. Educational Qualification and Experience  

• A Bachelor’s or Master’s degree in education, psychology, or another related discipline. 

• At least 8–10 years of relevant professional experience in the early childhood and/or early intervention sector, with substantial experience working directly with educators, children and families. 

• Strong knowledge of early childhood education and early intervention standards, child development, inclusive practices, and the local early childhood sector. 

• Experience working at an organisational or systems level to design, implement and improve programmes that demonstrate meaningful outcomes for children, educators and organisations. 

• Proven experience leading complex, multi-workstream projects, including project planning, implementation, budgeting, risk management and stakeholder reporting. 

• Experience designing, developing and delivering professional learning programmes, resources and capability-building initiatives for adult learners. 

• Proven experience leading cross-functional teams and collaborating effectively with diverse stakeholders, including government agencies, preschool operators, community partners and funders. 

• Experience in monitoring, collecting, analysing and interpreting implementation or evaluation data to inform programme improvement will be an advantage. 

2. Skills and Personal qualities   

• Strong knowledge of evidence-informed inclusive early childhood practices. 

• Excellent written, presentation, and interpersonal communication skills. 

• Strong coaching, facilitation, and consultation skills combined with instructional design and curriculum development capabilities. 

• Excellent project management and organisational skills, with the ability to manage multiple workstreams simultaneously. 

• Effective interpersonal and collaborative skills; able to build trust with centre staff, government partners, and senior leadership alike. 

• Flexible, adaptable, and self-directed in a fast-paced environment.