Vocational Teacher

About the Project

Sol's ARC is an NGO working to create inclusive opportunities for Persons with Disabilities (PwDs) in education and livelihoods. This role is part of our Vocational Training Programme, which prepares PwDs for work through structured batches (June–December and January–April) and supports them into internships, on–the–job training and jobs.

About the Role

This is a teaching–plus–placement role that covers the full journey of a student. The person will be responsible for mobilising students, planning and delivering classes, mapping each student to a suitable job, and supporting them after placement so that they stay and grow in their work.The role requires someone who enjoys teaching, understands the learning and support needs of PwDs, and can balance classroom management, community outreach and employer coordination.The person will divide their time between the classroom and the field — visiting communities for outreach, workplaces for job analysis and sensitisation, and placed students for follow–up.

What you will typically do?

You will run two batches a year (June–December and January–April), working across the classroom, the community and partner workplaces.

1. Outreach and Admissions

• Build partnerships with NGOs, schools and community organisations — at least 2 per batch cycle — to generate student referrals.
• Conduct at least 5 outreach activities (calls, visits, sessions) per batch cycle to mobilise prospective students.
• Enrol at least 10 students in each batch.
• Conduct baseline assessments for all candidates before the batch begins.
• Collect, verify and upload all candidate documents and assessment records to the designated drive on time.

2. Plan the Curriculum and Schedules

• Develop curriculum and session plans, with objectives and teaching resources, before each batch starts.
• Prepare monthly and weekly schedules for teachers and trainers, balancing academic and skill–building sessions.
• Conduct endline assessments for all students within one week of training ending.

3. Manage the Classroom

• Run sessions smoothly by maintaining discipline, following lesson plans and keeping students engaged.
• Complete attendance for all ongoing batches by end of day.
• Complete 100% of lesson plans as per the monthly teaching schedule.
• Maintain each student's performance record — attendance, work pace, communication, behaviour, task completion and level of independence.

4. Map Students to Suitable Jobs

• Profile each student's skills, interests, abilities and support needs before placement.
• Conduct workplace and task analysis with partner employers, covering physical, communication and behavioural requirements.
• Match students to suitable job roles and confirm requirements with candidates and parents.
• Maintain complete job mapping sheets and supporting documents.

5. Placement and Post–Placement Support

• Facilitate internships, on–the–job training and placements, and visit workplaces to guide students.
• Conduct sensitisation sessions at the workplace within 3 days of each student's joining and prepare a sensitisation report.
• Follow up monthly with placed students and employers; provide counselling and resolve challenges as per the post–placement SOP.
• Maintain post–placement tracking sheets and counselling records for all placed students.

How will your success be measured for your role?

• outreach activities and 2
• partnerships per cycle; at least 10 students enrolled per batch | | Assessments | Baseline done for all students before batch start; endline within 1 week of training end | | Curriculum Planning | Curriculum and session plans ready before batch start; batches run to schedule | | Classroom Management | Daily attendance completed; 100% lesson plans delivered on schedule | | Session Quality | 80%
• positive student feedback on engagement and delivery | | Job Mapping | 90%
• of eligible students mapped to suitable job roles | | Placement | 40%
• of students selected for internship or placement | | Retention | Placed students retained, with monthly follow–ups as per SOP | | Documentation | All student, assessment, job mapping and post–placement records complete and uploaded on time |

• Holds a graduate degree in Special Education,
• Has 2–4 years of experience in teaching, vocational training or skill development, ideally with PwDs.
• Can plan lessons, run assessments and manage a classroom of learners with different abilities and support needs.
• Has experience with job mapping, placements or employer engagement, or is keen to learn.
• Can build trust with students, parents, partner organisations and employers.
• Is organised and good at documentation, follow-up and meeting timelines.
• Can use basic digital tools — Google Drive, Sheets and mobile apps.
• Can communicate clearly in the local language and Hindi; basic English is an advantage.
• Believes that Persons with Disabilities have the right to learn, work, earn and make their own choices.
• Is willing to travel locally for outreach, workplace visits and post-placement follow-ups.