High School World Language Acquisition French

**WORLD LANGUAGE ACQUISITION FRENCH & SPANISH TEACHER (IBDP AND/OR BEGINNER/PRE-INTERMEDIATE/INTERMEDIATE/ADVANCED)**

**CAMPUS**: Johannesburg Campus | **SUPERVISOR**: HS Principal | **START DATE**: 27 July 2025 |
**POSTING DATE**: 11 November 2024 | **CLOSING DATE**: 15 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.
- ____________________________________________

**Position overview**

This position will consist of a full-time assignment possibly including IBDP French/Spanish and/or Beginner/Pre-Intermediate/Intermediate/Advanced French/Spanish. The High School operates on an 8-period rotating block schedule, and teachers are assigned to teach 5 of 8 blocks. Each HS Teacher is also responsible for a homeroom cohort and our Well-Being Program is integral to our High School.

**Qualifications**:
The French/Spanish teacher should have:

- Secondary license or certification for teaching French & Spanish, with a preference for a master’s degree
- Successful experience teaching IB French/Spanish ab initio and Language B
- Recent training and/or experience in the current Language Acquisition curricula
- 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
- Proven 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
- Ability to engage students in language learning activities using a variety of current social media forms
- An active online profile
- Successful experiences with advisory programming
- Successful experiences with inspiring or leading innovative practices

**Performance Responsibilities**:
Teachers at AISJ are expected to:

- Standardize assessments on a regular basis
- Communicate and liaise with other school colleagues and promote social and emotional awareness
- Take an active role in the advisory of class groups
- 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
- Assist, as required, in the development of social and emotional curricular materials
- Act as a resource/contact/support for new staff members (i.e. curriculum, schedules, procedures)
- 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.
- **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 Gro