The Inclusive Support Programme (InSP) Technical Assistance (TA) team works with preschool centres and implementation partners to strengthen and scale inclusive preschool practice across the early childhood sector. We are seeking experienced professionals to join the team as TA Coaches. We welcome both full-time and part-time applicants (minimum commitment of 1–2 days per week). 

As a TA Coach, you will work alongside the centre's core team, which includes Early Childhood (EC) educators, Early Intervention (EI) professionals, the Head of Inclusion (HOI) and Centre Principal (CP), to translate InSP programme requirements and recommended practices into meaningful centre and classroom practice. The role requires a balance of structure and adaptability: maintaining fidelity to the InSP model while responding to the readiness, strengths and challenges of each centre. 

Responsibilities

1. Coaching and Implementation Support 

• Provide centre-based and, where appropriate, online technical assistance and coaching to assigned InSP scale-up sites. 

• Operationalise and interpret InSP programme guidelines, workflows and recommended practices into contextually appropriate centre and classroom practice, moving beyond checklist management while maintaining fidelity to core programme expectations. 

• Conduct observations of classroom practice on the implementation of inclusive practices, provide strength-based feedback, and identify areas for growth that inform coaching priorities and support the refinement of practice. 

• Apply the InSP coaching model to facilitate reflective conversations, goal setting, focused classroom observation and constructive feedback that strengthen reflective practice and support the transfer of inclusive practices into everyday teaching. 

• Adapt coaching strategies, intensity and sequencing to the centre's readiness, strengths, barriers and emerging needs while maintaining agreed non-negotiable elements of the programme. 

• Provide modelling, technical input, or direct guidance where appropriate, while progressively building the centre team's capacity to take ownership of implementation. 

• Maintain clear professional boundaries and identify when barriers fall outside the scope of coaching; escalate management, policy or organisational issues to the TA Lead / Senior Manager with appropriate recommendations.  

2. Collaborative Practice and Centre Capability Building

•  Build trusting, respectful and collaborative working relationships with the centre core team, including the Centre Principal (CP), Head of Inclusion (HOI), EI professionals, EC educators and other relevant centre-based inclusion roles. 

• Promote shared ownership of InSP across EC and EI professionals and support a whole-centre view of inclusion, rather than positioning implementation as the responsibility of one professional group. 

• Facilitate collaborative teaming and problem-solving, including co-planning, co-teaching and the application of inclusive strategies across classroom routines, learning experiences and language contexts. 

• Moderate differing perspectives, surface assumptions and support constructive resolution of implementation challenges among stakeholders. 

• Engage centre leaders to strengthen the conditions required for implementation, including role clarity, protected collaborative time, accountability, communication and continuity of practice. 

• Identify and strengthen internal champions and coaching capacity within the centre so that inclusive practices can be sustained between TA coaching visits and beyond Year 1 implementation.

3. Implementation Planning, Monitoring and Assessment

• Co-develop the InSP Action Plan with the centre core team, by identifying barriers and priorities, agreeing on strategies, actions, responsibilities and timelines, and reviewing progress regularly. 

• Support the team to translate implementation barriers into clear goals, strategies, actions, responsibilities and timelines; monitor progress and revise goals or strategies as centre needs change. 

• Develop and maintain working knowledge of the prescribed InSP implementation and fidelity assessment tools and complete required assessments in accordance with programme guidance and timelines. 

• Interpret assessment findings and coaching information with the centre team to identify progress, implementation gaps and priorities for subsequent coaching. 

• Monitor fidelity to key InSP programme features and recommended practices, using data as part of a continuous improvement process rather than solely for compliance. 

4. Documentation, Communication and TA Team Collaboration 

• Maintain accurate and timely coaching documentation, including coaching logs, action plans, progress records and implementation/fidelity assessment records, ensuring that documentation supports reflection, decision-making and follow-through. 

• Share monthly updates with the TA team on centre progress, emerging risks, implementation barriers, support required and agreed follow-up actions. 

• Attend CPH TA team monthly coaches' meetings and participate actively in case discussions, calibration, peer consultation, problem-solving and shared learning. 

• Communicate progress and concerns clearly, respectfully and credibly while maintaining appropriate confidentiality and professional boundaries. 

5. Professional Development and Reflective Practice

• Participate in onboarding, professional development, supervision, calibration and other learning activities organised or endorsed by the CPH TA team. 

• Continue to develop core coaching competencies, including active listening, purposeful questioning, facilitation, reflective feedback, observation, adult learning and navigating difficult conversations. 

• Engage in peer learning, observation, rehearsal, feedback and self-directed learning to strengthen coaching practice and professional judgement.  

Requirements

1. Educational Qualification and Experience  

• A recognised Bachelor’s or Master’s degree in early childhood education, early intervention, special education, psychology, allied health or another related discipline. 

• Relevant professional experience in the early childhood and/or early intervention sector, with sound knowledge of child development, inclusive early childhood practice and the local preschool context. 

• Experience in coaching, mentoring, facilitation, professional learning or consultation with adult learners is preferred. 

• Experience working collaboratively with centre leaders and multidisciplinary or cross-functional teams; experience using assessment, implementation or fidelity data to inform practice improvement will be an advantage. 

2. Skills and Personal qualities   

• Strong coaching and facilitation skills, including the ability to listen actively, ask purposeful questions, provide constructive feedback and facilitate reflective practice. 

• Strong interpersonal and relationship-building skills, with the ability to build trust, moderate differing perspectives and work constructively across EC, EI and leadership roles. 

• Sound professional judgement and systems thinking, with the ability to balance programme fidelity with contextual adaptation, recognise the limits of coaching and escalate issues appropriately. 

• Strong organisation, documentation and action-planning skills; able to work independently, monitor progress and adapt support across assigned centres. 

• Clear written and verbal communication skills, including accurate documentation and concise reporting of progress, risks and support needs; demonstrates integrity, confidentiality, adaptability and appropriate professional boundaries. 

You will support CPH’s strategy, governance, workforce planning, leadership development, culture and employee engagement initiatives, working closely with the Board, CPH-MSF Planning Committee, Leadership Team and divisions to support organisational effectiveness and the continued development of CPH. 

At the Manager level, you are expected to perform the key responsibilities with broad supervision.  

Responsibilities

1. Risk Governance

• Support the development and implementation of CPH’s risk management framework, documentation and processes 

• Maintain and update CPH’s governance framework and processes 

• Assist in preparing risk and KPI reports to MSF, management and governance committees 

2. Data Governance

•  Support the development and implementation of CPH’s data governance and PDPA framework 

• Maintain and update relevant data governance policies, procedures and documentation 

• Liaise with ICT and relevant divisions to coordinate data security and PDPA training 

3. Board Management & Development 

• Provide coordination and administrative support for CPH Board and committee meetings. This includes coordinating meeting schedules and agendas, supporting the preparation and recording of meeting minutes and action items 

• Support the development and implementation of a Board training and development roadmap 

4. Leadership Management & Development 

• Coordinate Leadership Think Tanks, retreats and workplanning sessions 

• Support the planning and facilitation of Leadership Think Tanks 

• Support initiatives to strengthen CPH’s leadership culture and leadership capability and capacity building 

• Support the development of the leadership development framework 

5. Workforce Planning

• Support workforce planning and talent pipeline initiatives. This includes the tracking and reporting on progress against strategic priorities. 

6. Culture & Employee Engagement

• Support the implementation and monitoring of follow-up actions arising from the Employee Engagement Survey. This includes analysing employee engagement data and identifying organisational trends, opportunities and areas requiring intervention. 

7. Self-development

• Attend training/workshops to develop relevant knowledge and skills   

Requirements

1. Educational qualifications and work experience  

• A minimum educational qualification of Diploma or Degree from a recognised institution, diploma or degree in psychology related fields or with policy background is preferred   

• Candidates with a Diploma should have relevant working experience, preferably at least 2 years 

• Fresh Degree graduates may be considered 

2. Other qualities   

• Strong administrative, planning and organisational skills 

• Strong interpersonal and communication skills 

• A curious mind to learn and an interest to understand how companies function 

• Comfortable working with ambiguity 

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