Fresh Roles at American International School of Johannesburg

Qualifications

• Appropriate elementary teaching certification with at least a four-year degree in education.
• Master’s degree or similar preferred.
• Current teaching certification (appropriate to age level).

PROFESSIONAL QUALITIES:

• International school teaching experience.
• Experience in curriculum and assessment development.
• Expertise in building an active, collaborative, inquiry-driven classroom which encourages problem solving, critical thinking skills, and which develops a sense of classroom community and trust.
• Previous teaching experience, and strong knowledge in the area of balanced literacy; reader’s and writer’s workshop, phonics and word study instruction.
• Recent and relevant professional development in balanced literacy, reading and writing workshop, Fountas and Pinnell Benchmark Assessment, and a variety of assessments and differentiation strategies.
• An ability to communicate well with elementary school students, staff and parents.
• A positive attitude and a committed team player. Someone who is solutions based versus problem orientated.
• Deep understanding of the developmental needs of elementary school students.
• A proven ability to differentiate instruction to meet individual needs and integrate learning into the daily schedule.
• Understanding of a wide range of assessment tools and strategies with the ability to apply them to inquiry-based instruction.
• Experience in integrating technology to enhance learning.
• Experience using standards and backwards design to plan instruction.

PERFORMANCE RESPONSIBILITIES:
In addition to the grade level expectations, teachers at AISJ are welcomed into a collegial and collaborative working environment. In support of this, teachers are expected to:

• Communicate and liaise on a regular basis with fellow team department/grade members with regards to planning, assessment, parent and community contact, subject organization and classroom issues including discipline, expectations and routines.
• Communicate and liaise with other school colleagues to identify and develop transdisciplinary learning experiences.
• Take an active role in proactive behavior management and pastoral care of students.
• Use a range of strategies to differentiate learning where needed.
• Collaboratively plan units of study using the CHALK unit planner.
• Attend and constructively contribute to staff meetings.
• Assist in supervision of student breaks. Supervise students in and out of classroom activities during the school day.
• Coordinate class activities as deemed necessary.
• Maintain up-to-date records of assessment, attendance, planning, reports, conferences, and communication with parents.
• Establish links with the parent community to ensure that parents are kept well informed about student progress.
• Assist, as required, in the development of a strong elementary program.
• Act as a resource/contact/support for new staff members (i.e., curriculum, schedules, procedures)
• Participate in at least one co-curricular activity per year.
• Participate in and assist with school events as required.
• Participate in curriculum and staff development opportunities as required and implement new learning.
• Teach a full elementary program excluding the specialist areas of art, music, world languages and PE.
• Identify student needs and be the primary advocate of the students in meeting their needs.
• Plan and assess learning based on the needs of the students.
• Provide learning environments that are stimulating where children can develop their potential and experience growth.
• Other tasks as determined by the supervisor.

go to method of application »

Qualifications:

The IBDP and General Mathematics teacher should have the following:

• Secondary license or certification for teaching Mathematics with a preference for a master’s degree.
• Successful experience teaching IBDP Mathematics.
• Ability to communicate effectively with students, parents, teachers, and other stakeholders.
• Positive attitude and proven belief that all students can learn.
• Ability to differentiate instruction for all learners.
• Ability to establish and participate in collaborative structures.
• Proven ability to develop successful academic programs.
• Proven ability to moderate assignments at all levels to ensure collective understanding of achievement.
• Proven ability to use learning data to explore and improve teaching and learning practices.
• Ability to engage students in language learning activities using various current social media forms.
• An active online profile.
• Successful experiences with advisory programming.
• Successful experiences with inspiring or leading innovative practices.

Performance Responsibilities:

Teachers at AISJ are expected to:

Communicate and liaise regularly with fellow team department/grade members about planning, assessment, parent and community contact, subject organization, and classroom issues, including discipline, expectations, and routines.
Moderate assignments regularly.
Communicate and liaise with other school colleagues to promote social and emotional awareness.
Take an active role in the advisory of class groups.
Constructively contribute to staff meetings.
Maintain up-to-date records of assessment, attendance, planning, reports, conferences, and communication with parents.
Engage in ongoing professional development opportunities.
Establish links with the parent community to ensure that parents are kept well informed about student progress.
Assist, as required, in developing social and emotional curricular materials.
Participate in and assist with school events as required.