Job Description: Johannesburg Elementary Homeroom Teacher Position 12 months post

CAMPUS: Johannesburg Campus | SUPERVISOR: ES Principal | START DATE: 1 August 2026 |

POSTING DATE: 22 June 2026| **CLOSING DATE:**08 July 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.

_______________________________________________________________________________________

Position Overview

The Elementary School Teacher at the American International School of Johannesburg (AISJ) delivers exceptional educational experiences and cultivates an environment that fosters robust relationships within the diverse community, fully aligning with the Vision to inspire learning and build a better world. The Elementary School Teacher leverages the IB Primary Years Programme (PYP) framework and applies developmentally appropriate best practices to facilitate play, inquiry, and conceptual transfer, while actively cultivating student agency, thereby guaranteeing the holistic growth and well-being of every student. Through dedicated collaborative practice with specialist and grade-level teams, the Elementary School Teacher actively supports all learners in implementing the transdisciplinary curriculum, thereby empowering global citizens with the academic and dispositional competencies required to fulfill their future purpose.

Qualifications, Experiences, & Role Specific Requirements

• Educational Requirements: Bachelor's degree in Education or a related field is mandatory; a Master's degree in Education is highly desirable.
• Certification/Licensure: Valid teaching certification/licensure from an accredited body in the country of origin or an equivalent international certification is required.
• Professional Experience: Minimum of three (3) years of relevant full-time professional teaching experience in an elementary setting. Experience working in an international school environment is preferred.
• Specialized Training: Demonstrated knowledge of and experience teaching within the IB Primary Years Programme (PYP) framework is essential. Prior PYP Category 1 and 2 training is highly preferred.

Key Responsibilities:

• Design and implement a rigorous, transdisciplinary curriculum grounded in the IB PYP framework, emphasizing inquiry, play, and conceptual transfer.
• 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 classroom 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 classroom resources and learning spaces efficiently to support active, hands-on learning experiences.

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

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

Work Day: 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. T