Job Description

JOB DESCRIPTION: Part-Time High School English Teacher

C

CAMPUS:

Johannesburg Campus |

SUPERVISOR:

High School Principal |

START DATE:

1 October 2025 |

POSTING DATE:

5 September 2025 |

CLOSING DATE:

12 September 2025

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

AISJ is dedicated to providing a student-centered, collaborative, and transdisciplinary approach to learning. Such an approach will best prepare and empower students to become responsible, lifelong learners and competent, compassionate individuals.


This position will consist of a part-time assignment including sections of Grade 9 and Grade 10 English and some English for Academic Purpose (EAP) support.

Qualifications:

The English teacher should have:


Current secondary license or certification for teaching English, with a preference for a master's degree A minimum of an undergraduate degree in the area of expertise An understanding of High School philosophy and an ability to communicate with HS students A willingness to embrace an inclusive school environment while focusing on differentiated instruction and integrated learning Successful experience teaching HS English A positive attitude and strong interpersonal skills Expertise in building active, collaborative classroom programs, which encourage problem solving, critical thinking skills, and develop a sense of classroom community and trust Ability to differentiate instruction for all learners Ability to establish and participate in collaborative structures Ability to standardize assessments to ensure a collective understanding of achievement A solid understanding of HS organization, programs, and students A willingness and ability to reflect and critically examine teaching practices, set goals, and commit to continuous improvement

Preferred skills and experience:

An understanding of the Common Core Standards and concept-driven learning Experience in teaching research and writing in the content area Experience in teaching a concept-based curriculum Strong organizational and time management skills A team player with the ability to take initiative Curriculum and assessment development, particularly competency-based learning and planning using Understanding By Design Using hands-on engagements and assessments to help students make connections to the world around them Technology integration and the ability to teach appropriate use of AI Experience in creating differentiated and personalized learning experiences

Performance Responsibilities:

The assignment of this subject is dependent upon the strengths of the successful candidate and will be made by the principal Communicate and liaise with other school colleagues to promote social and emotional awareness Communicate and liaise on a regular basis with team members with regard to planning and assessment Standadize assessments with team members 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 Participate in and assist with, school events as required

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.

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.

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.

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.

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.

Work Hours:

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

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.

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.

PRIVACY

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

AISJ Privacy Policy

, and under the Protection of Personal Information Act of 2013.