Job Description

CAMPUS:

JHB Campus |

SUPERVISOR:

ES Principal |

START DATE:

1 August 2026 |

POSTING DATE:

09 January 2026 |

CLOSING DATE:

23 January 2026

Inspire Learning to Build Our Better World.

At the American International School of Johannesburg (AISJ), we are committed to providing an exceptional education that empowers global citizens to fulfill their future purpose. Our vision is to inspire learning to build a better world. We seek a dedicated and passionate professional who aligns with our commitment to excellence and believes in the transformative power of education. Every team member is crucial in creating a supportive and nurturing learning environment. At AISJ, we value every employee as a learner and expect them to embody and support the AISJ Portrait of Learner (

Resilience

,

Mindful

,

Thinker

,

Globally Connected

,

Curious

,

Contributor) through their work. We are dedicated to justice, equity, diversity, and inclusion within our school community.


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POSITION OVERVIEW

The Elementary Learning Support and English Acquisition Teacher is responsible for supporting the academic and social and emotional needs of learners in the Elementary School (Johannesburg campus). They work directly with learners who have mild to moderate learning needs or who are acquiring English within a mainstream setting. The Elementary Learning Support and English Acquisition Teacher has a caseload of students across the division. Their schedule includes pull out support and in class co-teaching in the Elementary learning environments.


The Elementary Learning Support and English Acquisition Teacher plays a pivotal role in developing collaborative relationships with administrators, educators and families to support a diverse range of learners. They are a key member of the Student Support Services Team and work with the Elementary counsellor, educators, and principal to identify and plan for the needs of individual learners. The Elementary Learning Support and English Acquisition Teacher works with the Elementary Student Support Services Team to develop inclusive practices in our community and expands opportunities for our learners


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QUALIFICATIONS:

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
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PROFESSIONAL EXPERIENCES:

Experience teaching Learning Support at an elementary school level Experience teaching English Language Acquisition 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 use data on the student's English Level from the WIDA to inform instruction Ability to provide scaffolds and strategies to general education teachers for students with learning differences or who are acquiring English Ability to communicate effectively with students, parents, teachers and others Ability to establish and participate in collaborative structures Ability to use learning data to explore and improve teaching and learning practices Experience with inspiring or leading innovative practices Recent and relevant professional development in the field of Learning Support Ability to work in a multicultural environment Ability to lead professional learning with colleagues.
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KEY RESPONSIBILITIES:

Teachers at AISJ are expected to:


Apply developmentally appropriate best practices in teaching and assessment to ensure the holistic growth and well-being of every student. Cultivate a positive, inclusive, and nurturing learning environment that promotes student agency and fosters strong, positive relationships with students, parents, and colleagues. Collaborate effectively with all professional teams, strictly adhering to the Seven Norms of Collaborative Work when planning, analyzing student learning data, and differentiating instruction for diverse needs. Foster strong collegial relationships and contribute proactively to a positive, supportive, and collaborative work environment across the school. Model and promote the development of academic competencies and uphold and demonstrate the dispositional competencies outlined in the Portrait of a Learner to equip students as successful global citizens. Contribute actively to the wider school life by fulfilling supervisory duties, participating in school events, and engaging in extracurricular commitments beyond the regular working day. Engage in continuous professional learning, reflective practice, and professional coaching cycles to enhance pedagogical expertise and contribute to the school's culture of professional excellence. Manage learning resources and spaces efficiently to support active, hands-on learning experiences
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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.
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MAXIMIZING TEACHER EFFICACY

Student Agency & Critical Thinking:

Creates self-directed learners who think critically, set goals, and drive their own learning journey.

Research-Based Instructional Excellence:

Implements proven teaching strategies that adapt to individual student needs through continuous assessment and adjustment.

Connected Learning Design:

Weaves together global perspectives, real-world applications, and cross-disciplinary connections to create meaningful learning experiences.

Collaborative Leadership:

Builds a learning community where students develop leadership skills through structured collaboration and personalized engagement.
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REFLECTING AS PRACTITIONERS

Student Agency:

Builds student capacity for self-assessment through modeling, tools, and targeted feedback that drives individual growth.

Data-Informed Practice:

Analyzes student achievement data to align curriculum, refine teaching strategies, and measure instructional effectiveness.

Professional Growth:

Engages in collaborative reflection and data analysis with colleagues to continuously improve teaching practices and student outcomes
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PROMOTING RELATIONSHIPS, COMMUNITY, & CULTURE

Builds strong community-school partnerships

and actively participates in community initiatives to enrich the learning environment.

Adapts teaching practices

by staying informed of educational and societal changes while understanding each learner's unique cultural background, learning style, and needs.

Creates an inclusive learning environment

that embraces diversity, challenges stereotypes, and connects learning to students' real-world experiences and cultural contexts.

Fosters a growth mindset

by encouraging calculated risk-taking and developing students' autonomy, personal responsibility, and ownership of learning.
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ALL COMMUNITY MEMBERS ARE EXPECTED TO BE COMMITTED TO THE AISJ COMMUNITY PRINCIPLES.

We are better when we act together. Our differences make us stronger. Every voice counts. Every voice matters. Every team needs individuals. Every individual needs a team.

Number of Work Days

: Monday through Friday - 188 (one hundred and eighty-eight) days per school year.

Workday

: 7:10 a.m. to 3:30 p.m. daily on Monday, Tuesday, Thursday, and Friday, and from 7:10 a.m. to 4:00 p.m. on Wednesday.

Full-Time Teacher:

Secondary Teachers will teach 6 of 8 in the block schedule.

Other Duties As Assigned:

The Teacher will be expected to perform any work assigned to them that is within their skills and capabilities and to be flexible about changes to this function that may be required from time to time for operational reasons. This includes other duties as assigned by their supervisor from time to time.


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APPLICATION PROCESS

To apply, please complete the electronic form

[Click here]

.

Information captured will be securely stored and used for a reference check on the candidate's compatibility. AISJ reserves the right to appoint the strongest candidate before the closing date if required.


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SAFEGUARDING & CHILD PROTECTION

AISJ maintains robust

child protection policies

to ensure a safe, secure, and caring environment for our students. All employees must undergo criminal background checks, attend annual training, and sign a safeguarding agreement.


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PRIVACY

By submitting your CV, you consent to AISJ processing your personal information in accordance with our Privacy Policy, accessible a

t

AISJ Privacy Policy

,

and under the Protection of Personal Information Act of 2013.