High School IBDP Theater and HS Drama Teacher

High School IBDP Theater and HS Drama Teacher High School IBDP Theater and HS Drama Teacher CAMPUS: Johannesburg Campus START DATE: 01 August 2026 POSTING DATE: 06 November 2025 CLOSING DATE: 01 December 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. Position overview The American International School of Johannesburg seeks a dynamic drama educator to join its faculty for the school year. The Drama teacher will help students as both individuals and collaborators, will foster an appreciation of theater , and provide a joyful and supportive learning environment for dramatic development. Candidates should be energetic, collaborative, and progressive-minded. This position will consist of a full-time assignment, which could include sections of IBDP Theater , Theater Workshop (semester course), Theater Studio (year-long course), and other Theater electives ( Theater Production & Design semester course). Course allocation is dependent on scheduling needs and teacher qualifications. The High School operates on an 8-period rotating block schedule, and teachers are assigned to teach 6 of 8 blocks. The HS Theater teacher is also responsible for producing and directing the annual HS production (This is remunerated). Every HS Teacher is also responsible for a homeroom cohort, and our Well-Being Program is integral to our High School. Qualifications, Experiences, & Role Specific Requirements Secondary license or certification for teaching Drama with a preference for a master’s degree. Experience teaching IB Theater . 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. P roven 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. Design and implement an engaging and rigorous theatre arts curriculum in alignment with the IB DP standards and National Core Arts Standards. Facilitate interactive and student- centered learning experiences in theatre arts. Guide students in all aspects of production, including acting, stage design, lighting, and sound. Engage with parents, the local community, and international networks to promote the school’s theatre program. Direct and execute High School dramatic performances. Successful experiences with inspiring or leading innovative practices. Key Responsibilities: Teachers at AISJ are expected to: Standardize assessments of learning regularly Communicate and liaise with other school colleagues to promote social and emotional awareness. Take an active role in the advisory of class groups and support our Well-Being program. 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. 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. 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