Pretoria Campus Inclusion Services Teacher K

**Pretoria Campus Inclusion Services Teacher K - 8**

**CAMPUS**: Pretoria Campus | **SUPERVISOR**:Pretoria Principal | **START DATE**: 27 July 2025 |
**POSTING DATE**: 11 November 2024 | **CLOSING DATE**: 15 January 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 Inclusion Services Teacher will be responsible for supporting the academic and social and emotional needs of students on the Pretoria Campus. They will work directly with students who have mild to moderate learning needs and Multilingual Learners within a mainstream setting. They have a caseload of students across the division. Their schedule will include both Support Classes and co-teaching in Core Classes.

They play a pivotal role in developing collaborative relationships with administrators, teachers and parents to support a diverse range of learners. The Inclusion Services 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. The Inclusion Services Teacher will work with the Pretoria and K12 Inclusion Services Team to develop inclusive practices in our community and expand opportunities for our students.

**Preferred Qualifications**:
The Inclusion Services 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

**Preferred skills and experience**
- Successful experience teaching Learning Support in the Elementary and Middle School Level
- Successful experience teaching English Language Acquisition in the Elementary and Middle School Level
- 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 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 and English Language Acquisition
- Experience working with students with intensive needs and/or in schools with intensive needs programs
- Proven ability to work in a multi-cultural environment
- Ability to lead professional learning with colleagues

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

- Communicate and liaise with other school colleagues 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 A