Es-jhb Learning Support Teaching Partner

2 days ago

Johannesburg, South Africa American International School of Johannesburg Full time

**JOB DESCRIPTION**:ES-JHB LEARNING SUPPORT TEACHING PARTNER**

**CAMPUS**: JHB Campus | **SUPERVISOR**:Elementary School Principal | **START DATE**: 06 January 2025 |
**POSTING DATE**: 21 November 2024 | **CLOSING DATE**: 10 December 2024.

**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 teaching partner works under the direction and support of the Inclusion Services Coordinator, Learning Support teachers, and the ES Principal to provide flexible support to students in the classroom. They establish an effective rapport with students and other staff members. They collaborate regularly with the other members of the team and class teachers to provide scaffolds and strategies to support students in managing their learning challenges in the general education setting. The teaching partner should be familiar with all school procedures and the school’s vision and purpose in order to be a contributing member of our learning community.

**QUALIFICATIONS**
- Teaching degree and experience

**PREFERRED SKILLS AND EXPERIENCE**
- Exhibits patience and understanding when dealing with students.
- Understanding of Applied Behavior Analysis or strategies for supporting unexpected behavior
- Willing to learn and grow under the instruction of the learning support teachers.
- Able to treat and speak to students with respect.
- Teaching experience in a school setting
- Competent computer skills
- Exceptional command of written and spoken English

**GENERAL RESPONSIBILITIES**
- Provide in-class support to identified students.
- Collaborate with the Elementary School Inclusion Services Team.
- Assist in the educational and social development of students under the direction and guidance of the learning support teachers.
- Support students with emotional or behavioral problems and help develop self-regulation and social skills.
- Exhibit flexibility in dealing with day-to-day situations typical of a learning support program.
- Support and assist students individually or in small groups in order to help them master assignments and to reinforce learning concepts presented by teachers.
- Communicate with general education teachers proactively and consistently.
- Keep consistent notes regarding student performance and maintain anecdotal notes on individual students regarding their progress and challenges.
- Give consistent feedback to students and teachers as required.
- Prepare teaching materials under the guidance of the learning support teachers as needed.
- Attend team meetings and professional development as necessary.
- Undertake professional duties that may be reasonably assigned by the Elementary Principal.
- Assist with after school activities.
- Adhere to supervision duties as assigned by the high school administration.

**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.
- **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

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