At a July 4th picnic celebrating American Independence Day in 1982, a group of interested Americans set up a table with poster advertising the opening of a new "American" school in Johannesburg. A few short months later, the American International School of Johannesburg opened its doors to its first students on September 6th. Founder Ed Norman, tog...
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Qualifications:
- Current teaching certification appropriate to age level and subject specializations
- A minimum of an undergraduate degree in Education or the area of expertise required
- Previous teaching experience, and strong knowledge in the area of specializations at the required levels of study
- A firm understanding of middle school philosophy and a passion for working with Middle School students
- Willingness to sponsor co-curricular activities
- A positive attitude and strong interpersonal skills
- Expertise in building active, collaborative classroom programs which encourage problem solving, critical thinking skills, and which develop a sense of classroom community and trust
- A solid understanding of a middle school organization, programs and students
- A proven ability to differentiate instruction and integrate learning
- A willingness and ability to reflect and critically examine teaching practices, set goals, and commit to continuous improvement
- Proficient in integrating technology in student learning.
Preferred skills and experience
- Strong organizational and time management abilities
- Experience with and/or understanding of:
- Curriculum and assessment development (particularly standards-based assessment)
- Unit planning using Understanding by Design
- Using hands on activities and assessment to help students make connections to the world around them
- Working within an Advisory program model
- Teaching in a One-to-One learning environment
- Experience with service learning
Performance Responsibilities:
- The Middle School science teacher will teach five periods of an eight-period rotating block schedule; four of which are science at a specific grade level. *Additionally, this teacher may be asked to teach one section of another subject: either
- an elective or an exploratory class. The assignment of this subject is dependent upon the strengths of the successful candidate and will be made by the principal.
- A 30-minute Advisory period is also included in the teacher’s responsibilities. Weekly team meetings will occur (or more frequently if required) and common planning time is embedded in the master schedule for all core teams.
- AISJ values continuous improvement and provides weekly professional growth and collaboration time from 2:00 pm to 4:00 pm on Wednesdays.
- In addition to the subject responsibilities, 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 department/grade members with regard to planning, assessment, parent and community contact, subject organization and classroom issues such including discipline, expectations and routines
- Communicate and liaise with other school colleagues in an effort to promote and establish integrative links and/or awareness
- Take an active role in behavioral management and pastoral care of class and advisory groups
- Attend and constructively contribute in staff and department/grade meetings
- Assist in supervision of student breaks
- Coordinate class activities as deemed necessary
- Contribute to and support school improvement plans and initiatives
- Maintain up-to-date records of assessment, attendance, planning, reports, conferences, and communication with parents
- Establish regular links with your parent community to ensure that parents are kept well informed about student progress
- Assist, as required, in the development of curricular materials
- Act as a resource/contact/support for new staff members (i.e. curriculum, schedules, procedures)
- Lead co-curricular after school activities
- Chaperone annual Classroom Without Walls class trip
- Participate in and assist with school events as required
go to method of application »
Qualifications:
- Current teaching certification appropriate to age level and subject specializations
- A minimum of an undergraduate degree in Education or the area of expertise required
- Previous teaching experience, and strong knowledge in the area of specializations at the required levels of study
- A firm understanding of middle school philosophy and a passion for working with Middle School students
- Willingness to sponsor co-curricular activities
- A positive attitude and strong interpersonal skills
- Expertise in building active, collaborative classroom programs which encourage problem solving, critical thinking skills, and which develop a sense of classroom community and trust
- A solid understanding of a middle school organization, programs and students
- A proven ability to differentiate instruction and integrate learning
- A willingness and ability to reflect and critically examine teaching practices, set goals, and commit to continuous improvement
- Proficient in integrating technology in student learning.
Preferred skills and experience:
- Strong organizational and time management abilities
- Experience with and/or understanding of:
- Curriculum and assessment development (particularly standards-based assessment)
- Unit planning using Understanding by Design
- Using hands on activities and assessment to help students make connections to the world around them
- Working within an Advisory program model
- Teaching in a One-to-One learning environment
- Experience with service learning
Performance Responsibilities:
- The Middle School Math/Science teacher will teach a full load, which is determined by the school and administration. *Additionally, this teacher may be asked to teach one section of another subject: either an elective or an exploratory class. The assignment of this subject is dependent upon the strengths of the successful candidate and will be made by the principal.
- A 30-minute Advisory period is also included in the teacher’s responsibilities. Weekly team meetings will occur (or more frequently if required) and common planning time is embedded in the master schedule for all core teams.
- AISJ values continuous improvement and provides weekly professional growth and collaboration time from 2:00 pm to 4:00 pm on Wednesdays.
- In addition to the subject responsibilities, 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 department/grade members with regard to planning, assessment, parent and community contact, subject organization and classroom issues such including discipline, expectations and routines
- Communicate and liaise with other school colleagues in an effort to promote and establish integrative links and/or awareness
- Take an active role in behavioral management and pastoral care of class and advisory groups
- Attend and constructively contribute in staff and department/grade meetings
- Assist in supervision of student breaks
- Coordinate class activities as deemed necessary
- Contribute to and support school improvement plans and initiatives
- Maintain up-to-date records of assessment, attendance, planning, reports, conferences, and communication with parents
- Establish regular links with your parent community to ensure that parents are kept well informed about student progress
- Assist, as required, in the development of curricular materials
- Act as a resource/contact/support for new staff members (i.e. curriculum, schedules, procedures)
- Lead co-curricular after school activities
- Chaperone annual Classroom Without Walls class trip
- Participate in and assist with school events as required
go to method of application »
Qualifications
- 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 a student-centered, concept-driven, inquiry-based learning environment.
- Investment in and ability to develop a sense of community, belonging and trust.
- An ability to communicate and build relationships with Elementary learners, team members and families.
- A positive attitude and committed team player. Someone who is solution focused.
- Deep understanding of the developmental needs of elementary school students.
- Experience with data-informed, responsive practices.
- Commitment to and proven success within a learning-focused, collaborative professional environment.
- 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 members with regards to planning, assessment, family and community collaboration, subject organization and homeroom responsibilities including behavior, expectations and routines.
- Communicate and liaise with colleagues to identify and develop transdisciplinary learning experiences.
- Take an active role in proactive behavior management and wellbeing of students.
- Use a range of strategies to differentiate learning.
- Collaboratively plan units of study.
- Attend and constructively contribute to team meetings.
- Assist in supervision of student breaks. Supervise students in and out of classroom activities during the school day.
- Maintain up-to-date records of assessment, attendance, planning, reports, conferences, and communication with families.
- Establish links with the community to ensure that families are kept well informed about student progress.
- Participate in at least one co-curricular activity per year.
- Participate in and assist with school events as required.
- Participate in curriculum and professional development opportunities as required and implement new learning.
go to method of application »
Preferred Qualifications:
The Inclusion Services Teacher should have:
- Bachelor’s degree in special education/Learning Support, Masters preferred
- License or certification in Special Education/Learning Support
- License or certification in English Language Acquisition
Preferred skills and experience
- Successful experience teaching Learning Support in the Elementary and Middle School Level
- Successful experience teaching English Language Acquisition in the Elementary and Middle School Level
- Experience working with students with a wide range of needs
- Ability to plan for Tier 3 intervention
- Experience with implementation of a multi-tiered system of support
- Ability to use student evaluation data to develop Individual Learning Plans
- Ability to communicate effectively with students, parents, teachers and others
- Positive attitude and proven belief that all students can learn
- Ability to establish and participate in collaborative structures
- Proven ability to use learning data to explore and improve teaching and learning practices
- Successful experiences with inspiring or leading innovative practices
- Recent and relevant professional development in the field of Learning Support and English Language Acquisition
- Experience working with students with intensive needs and/or in schools with intensive needs programs
- Proven ability to work in a multi-cultural environment
- Ability to lead professional learning with colleagues
Performance Responsibilities:
Teachers at AISJ 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 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 the development of social and emotional curricular materials
- Act as a resource/contact/support for new staff members (i.e. curriculum, schedules, procedures)
- Participate in and assist with, school events as required
go to method of application »
QUALIFICATIONS
- Teaching Degree with emphasis on intellectual and developmental disabilities, Masters preferred
- Current Teaching Certificate
PREFERRED SKILLS AND EXPERIENCE
- Ability to lead multidisciplinary teams to design Individualized learning Plans
- Experience using assessments to set goals and design learning experiences for students with complex needs
- Ability to conduct Functional Behavior Assessments and create Behavior Intervention PLans
- Understanding of post-secondary transition planning and ability to facilitate futures planning for students
- Ability to modify core curriculum to provide opportunities for students to participate in general education classes
- Experience teaching students with intellectual and developmental disabilities in an inclusive setting
- International Experience preferred
- Experience leading professional learning among teachers
- Strong collaboration and leadership skills
- Strong organizational skills
- Highly self-directed
GENERAL RESPONSIBILITIES
- Serve as case manager for students with intellectual and developmental disabilities
- Create Individual Learning Plans and Pathways for students
- Coordinate futures (transition) planning for students
- Collaborate with general education colleagues to modify general education curriculum
- Design and implement individualized curriculum for students
- Manage the schedules and work of teaching partners supporting the students
- Communicate with general education teachers proactively and consistently.
- Promote a positive learning environment
- Engage in ongoing professional learning around inclusive education
- Lead professional learning at AISJ around inclusive education
- Contribute to the development of expanded services at AISJ to meet the needs of a wider range of learners
- Protect the safety and wellbeing of children
- Undertake professional duties that may be reasonably assigned by the Principal.
- Assist with after school activities.
- Adhere to supervision duties as assigned by administration.
go to method of application »
Preferred Qualifications:
The Learning Support Teacher should have:
- Bachelor’s degree in special education/Learning Support, Masters preferred
- License or certification in Special Education/Learning Support
Preferred skills and experience
- Successful experience teaching Learning Support in the Secondary Level
- Experience working with students with a wide range of needs
- Ability to plan for Tier 3 intervention at the secondary level
- Experience teaching and supporting in the math and sciences
- Experience with implementation of a multi-tiered system of support at the secondary level
- Ability to use student evaluation data to develop Individual Learning Plans
- Ability to communicate effectively with students, parents, teachers and others
- Positive attitude and proven belief that all students can learn
- Ability to establish and participate in collaborative structures
- Proven ability to use learning data to explore and improve teaching and learning practices
- Successful experiences with advisory programming
- Successful experiences with inspiring or leading innovative practices
- Recent and relevant professional development in the field of Learning Support
- Experience leading teams through the change management process
- Experience working with students with intensive needs and/or in schools with intensive needs programs
- Proven ability to work in a multi-cultural environment
- Ability to lead professional learning with colleagues
Performance Responsibilities:
Teachers at AISJ 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 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 the development of social and emotional curricular materials
- Act as a resource/contact/support for new staff members (i.e. curriculum, schedules, procedures)
- Participate in and assist with, school events as required
go to method of application »
Preferred Qualifications:
- Secondary license or certification for teaching Physical Education/Health with a preference for a master’s degree
- Bachelor or higher Health Sciences
- Bachelor of Education or higher
Preferred Experience:
- Successful experience designing and implementing curriculum using the Shape America Curriculum Standards
- Inquiry-Based Learning
- Concept-Based Curriculum Design
- CASEL - SEL Framework
- Assessment Design
- Adaptive Schools
- Integration of ISTE Technology Standards
- First aid / CPR training
- Coaching, service learning, and club facilitation
go to method of application »
Qualifications:
The French/Spanish teacher should have:
- Secondary license or certification for teaching French & Spanish, with a preference for a master’s degree
- Successful experience teaching IB French/Spanish ab initio and Language B
- Recent training and/or experience in the current Language Acquisition curricula
- Ability to communicate effectively with students, parents, teachers and others
- 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 a variety of 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 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
- Standardize assessments on a regular basis
- Communicate and liaise with other school colleagues and 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 the development of social and emotional curricular materials
- Act as a resource/contact/support for new staff members (i.e. curriculum, schedules, procedures)
- Participate in and assist with, school events as required
go to method of application »
Preferred Qualifications:
- Secondary license or certification for teaching Mathematics
- Bachelor or higher Mathematics
- Bachelor of Education or higher
Preferred Experience:
- Successful experience designing and implementing curriculum using the Common Core Curriculum Standards
- Inquiry-Based Learning
- Concept-Based Curriculum Design
- CASEL - SEL Framework
- Assessment Design
- Adaptive Schools
- Integration of ISTE Technology Standards
- First aid / CPR training
- Coaching, service learning, and club facilitation
go to method of application »
Preferred Qualifications:
- Secondary license or certification for teaching Science
- Bachelor or higher Mathematics
- Bachelor of Education or higher
Preferred Experience:
- Successful experience designing and implementing curriculum using the NGSS standards
- Inquiry-Based Learning
- Concept-Based Curriculum Design
- CASEL - SEL Framework
- Assessment Design
- Adaptive Schools
- Integration of ISTE Technology Standards
- First aid / CPR training
- Coaching, service learning, and club facilitation
Teacher Competencies
Planning for Learning
- Curriculum Design: Creates personalized, challenging learning sequences that build on prior knowledge while ensuring knowledge transfer and regular reflection opportunities.
- Collaborative Planning: Partners across disciplines and specialties to create cohesive learning experiences that connect global contexts while anticipating student needs.
- Inquiry-Based Learning: Designs flexible conceptual units that honor student choice, pace, and multiple pathways to demonstrate understanding.
go to method of application »
Qualifications and Experience
- Degree in the Teaching of English Language Learners (Masters Degree preferred)
- Bachelor of Education
- K – 12 or K – 5 license or certification
- 5 years of teaching experience (minimum)
Preferred Skills and Experience
- Ability to collaborate with and empower Homeroom Teachers to meet the needs of MLLs within their class
- Recent professional development in best practices in the teaching of English language learners in the mainstream setting
- Experience with using various co-teaching models
- Experience as a Homeroom Teacher
- Experience administering the WIDA assessment and using the results to plan instruction and communicate language proficiency levels to educators and families
- Experience in delivering asset-based language acquisition programs
- Proven ability to work in a multicultural environment
- Experience with presenting family workshops regarding language acquisition
- Experience leading professional development workshops for educators
Attributes
- Effective communication skills
- A positive attitude
- Strong collaboration skills
- Strong organizational ability and initiative
General Teaching Responsibilities
In addition to the specialist level expectations, educators at AISJ are welcomed into a collegial and collaborative working environment. In support of this, the ELL Teacher is expected to:
- Screen new learners upon entry
- Assess learners fully on the WIDA once per year
- Complete a language profile for each learner to share with educators and families and inform planning
- Report on progress at regularly scheduled reporting times and at formal assessment times
- Update and maintain MLL confidential folders
- Participate in SST meetings
- Work with the divisional and K12 Inclusion Services Team to plan for professional learning opportunities around issues relevant to supporting MLLs in the classroom
- Communicate and liaise on a regular basis with fellow team members with regards to planning, assessment, development and the analysis of learning data
- Take an active role in behavioral management and pastoral care of learners
- Attend and constructively contribute to faculty and team meetings
- Assist in the supervision of recess and break times
- Maintain up-to-date records of assessment, planning, reports, conferences, and communication with families
- Establish links with the community to ensure families are kept well-informed about learner progress
- Act as a resource/contact/support for new team members
- Participate in at least one co-curricular activity per year
- Participate in and assist with school events as required
Method of Application
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