Apply by
October 1, 2024
Project description
Serving as a Peace Corps Volunteer in the Eastern Caribbean requires a commitment to education and social equity. Community and purpose are necessary to sustain the Volunteer throughout their service and it will take time, patience, and effort to integrate and build trust among their host communities. Eastern Caribbean people are direct, engaging, and supportive in ways wonderfully different from North America.
The Eastern Caribbean islands draw heavily on two assets—their natural resources and their remarkably resilient communities. The Saint Lucian poet, Derek Walcott said, "What makes our islands special are their complexity. Part of it is the diverse landscape—the mountains, valleys, and culture of the sea. Part of it is in its bilingualism; people intertwine Creole with English in a magical, remarkable way. And then there are the customs and the African mythology that one finds here.”
The Ministries of Education in Dominica, Saint Lucia, Saint Vincent & the Grenadines, and Grenada are committed to building its citizens out of a post-colonial culture into one that celebrates its heritage and language and positions its youth towards the 21st Century. These four island nations recognize English as the language of academic study, international communication, and a foundation for success. Since their independence in the 1970s, these islands have been devoted to nation building, preparing for an interconnected and virtual world, and developing a competitive world economy rooted in their culture.
The Peace Corps works alongside the Ministries of Education to support the development of English acquisition and literacy for youth in rural communities. The Peace Corps partners with primary schools to develop English reading and writing skills for primary school children. Peace Corps Volunteers, teachers, and principals work together to assess students and collaborate in the design and delivery of literacy lessons tailored to each student’s abilities. English literacy is a pressing need and is often overwhelmed by existential issues—cultural identity and equity, environmental threats, inclusive leadership, and COVID-19 impact to name a few. Peace Corps promotes the interests and creativity of the Volunteer to address these issues in collaboration with schools and communities.
As a literacy resource in the school, Peace Corps Volunteers co-teach with local teachers in the classroom and conduct one-on-one and small group lessons with students. Volunteers also support the sustainable management of libraries, co-lead after-school activities, guide service-learning projects, co-develop instructional technology, and conduct family outreach. After-school activities include book clubs and readers’ theater, technology workshops for teachers and students, and literacy events for families in the late afternoon/evening. Engaging families and the community are of great benefit to the students and the school and is a direct result of the Volunteer’s effort in integrating into the school and community.
Volunteers coordinate with community leaders to generate interest in a variety of clubs and camps that address sports, environment, computer literacy, science and/or leadership skill development. Environment clubs, kitchen gardens, boy scouts, girls dance, and cheerleading are a few community projects co-led by Peace Corps Volunteers. With literacy instruction as a foundation, our Volunteers’ passions for social and global justice create projects and learning environments that are just as important as reading and writing.
Required Skills
Qualified candidates will have a Bachelor of Arts/Bachelor of Science degree in any discipline and a strong desire to teach English.
Desired Skills
Competitive candidates will have one or more of the following criteria:
• Bachelor of Arts/Bachelor of Science degree in Pre-school, Early Childhood, Middle School, or Elementary Education
• Bachelor of Arts/Bachelor of Science degree in any discipline with Elementary Education state certification
• Bachelor of Arts/Bachelor of Science degree in any discipline with 1 or more school year classroom teaching experience at the Early Childhood, Middle School, or Elementary level. Full time Montessori teaching experience is also acceptable.
• Demonstrated record of volunteer and/or professional experience focused on improving literacy skills of primary school children
• Learning/Instructional Design experience — session design; blended and online module design; curriculum design
• Experience establishing and co-leading clubs or informal learning in music, theater, academics, homework support, sports, or life-skills
• Experience with Learning Management System(s) and online learning
• Experience in outreach and building networks in communities (especially with the aim to engage parents, families in their children’s education)
• Willingness to integrate current, relevant issues like climate change, envir
Location: Anywhere
Posted: Aug. 21, 2024, 10:27 p.m.
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