Pretoria Campus Learning Support and English Acquisition Teacher

Pretoria Campus Learning Support and English Acquisition Teacher START DATE: 01 August 2026POSTING DATE: 17 November 2025 CLOSING DATE: 31 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. Position Overview The Learning Support and English Acquisition Teacher will be responsible for supporting the academic and social and emotional needs of students in the Pretoria Campus. They will work directly with students who have mild to moderate learning needs or who are acquiring English within a mainstream setting. They have a caseload of students across the division. Their schedule will include pull out support and in class co‑teaching in the Elementary School and/or Middle School. They play a pivotal role in developing collaborative relationships with administrators, teachers and parents to support a diverse range of learners. The Learning Support Teacher is a key member of the Student Success Team and works with the school counselors, general education teachers and principal to identify and plan for the needs of individual students. They will work with the Pretoria and K12 Student Support Services Team to develop inclusive practices in our community and expand opportunities for our students. Qualifications, Experiences, & Role Specific Requirements The Learning Support 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 Successful experience teaching Learning Support in the Elementary and Middle School Level Successful 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 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 Proven ability to work in a multicultural environment Ability to lead professional learning with colleagues Key Responsibilities: 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 promote social and emotional awareness 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 Act as a resource/contact/support for new staff members (i.e. curriculum, schedules, procedures) Participate in and, assist with, school events as required Other tasks as determined by the supervisor. 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. 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 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. This includes other duties as assigned by their supervisor from time to time. 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. #J-18808-Ljbffr