Social Mobilizer, Gep

Position Overview:
The Girl’s Education Program is currently operating in 7 States across India - Madhya Pradesh, Chhattisgarh, Rajasthan, New Delhi, Uttarakhand, Andhra Pradesh and Telangana. Specifically, the program seeks to achieve increased years of schooling for girls and increase girls’ self-awareness, decision-making and problem-solving skills.

The Social Mobilizers are responsible for implementing the Girls’ Education program at the field level. They are the first point of contact for the girls whom we work with; they are also the point of contact for the schools and parents and hence are critical to the success of the program. The social mobilizer will report to the Program Associate. The position will be field based; she will be responsible for a group of 80 girls as their mentor, support system and motivator.

Role and Responsibilities:
Program Planning and Implementation:
- Develop a thorough understanding of Room to Read’s Girls’ Education program design and implement activities basis the Inputs from the State GEP teams.- Responsible for ongoing implementation of the Girls’ Education program, as per the Global design.- Program planning (in consultation with State Office and program associate)- Attend regular weekly and monthly workshops where weekly and monthly plans are made and reviewed - also attend mandatory training of social Mobilizers.- To Support program team in implementing the programmatic activities.- Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessions etc.

Family and Community Engagement:
- Lead and organize Teachers, family, and community meeting and consultation with school staff, teacher, parents, and community members/organizations as per design with input of Program Associate.- Facilitating donor, INCO, SO team members visit.- Looking after all logistics required to conduct any activity at school level.- Facilitating and supporting SO/INCO team members to conduct any research/survey/study/data collection/baseline etc.- Seeking the opportunities for networking at local level to create a resource pool to be used as a referral if there is a need.- Ensure the sustainability of the program with the help of Bal Sakha program and other collaborations with school.

Working with girls on Life skills, Mentoring, Life skills clubs:
- Conducting life skills sessions for 80 girls in batches of 20-25 as per the prescribed session content and as per agreed plan. Each girl will receive 16 life skills sessions in one year- Life skills clubs/Children group formation and facilitating the group members to hold regular meetings as planned per the state Budget
- 8 meetings a year with all girls.- Conducting group mentoring sessions for 80 girls in batches of 10-12 girls regularly per prescribed content guidelines and records each session.- Plays an active role in fleshing out the group mentoring sessions with the Program Associate basis inputs from Girls on what is required.- Conduction individual mentoring sessions as needed.

Setting Up Life Skills Centres /Gender Resource Centres:
- Setting up a Gender resource Centre (GRC) for life skills in schools /community for life skills sessions.- Ensuring proper functioning and usage of GRC as per discussion with state GEP teams.- Ensure the space is clean, safe and welcoming to girls.- Ensure the space is well stocked with drawings/articles/ expressions of children’s voices; changing and putting up the articles/drawings/paintings on bulletin board periodically at least once a month.

Home visits:
- Mapping data as per the risk and response protocol and then making specific home visits. (The objective of the risk and response protocol is to take action based on an analysis of the four- risk factors for girls dropping out. This involves tracking of each girl, understanding the risk, flagging concerns, suggesting solutions, motivating the girls to take necessary action and ultimately preventing the girl from dropping out. All this requires a very high level of analytical and strategic thinking skills, which is not currently available in the SMs).- Undertaking regular school visits.- Handling any critical matters that may emerge from these interactions.- Organizing/conducting programmatic activities at school and community as per mutually agreed plan and responsible for managing relationships with school, community and respond to issues that may arise.- The quality of home visits is expected to be of high as the expectation is of higher levels of engagement and effective mentoring and outreach to families.

Record Keeping, Reporting and Monitoring:
- Update records of attendance and parent meetings regularly.- Prepare and submit weekly plans during weekly reviews.- Timely record keeping, updating the data and sharing analysis of various parameters like attendance sheets, parent meetings, drop outs etc.- Filling up socio-economic profile of the girls.- Regular physical verification of