State Numeracy Specialist

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