upper elementary homeroom teaching partner

CAMPUS: Johannesburg Campus | SUPERVISOR: ES Principal | START DATE: 07 January 2026 | CLOSING DATE: 08 December 2025 | Contract Length: 6 Months

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.

The Teaching Partner at the American International School of Johannesburg (AISJ) is an integral educational collaborator who delivers essential support services and cultivates an environment that fosters robust relationships, fully aligning with the Vision to inspire learning and build a better world. The Teaching Partner leverages knowledge of educational best practices and student development to support educators and learners in the design, implementation, and assessment of dynamic learning experiences.

They actively co-facilitate instruction, provide targeted assistance to meet diverse learner needs, and manage classroom resources to maximize efficiency and pedagogical impact, thereby guaranteeing the holistic growth and well-being of every student. Through dedicated, collaborative practice with lead teachers, specialist teams, and administrative staff, the Teaching Partner actively supports the implementation of the transdisciplinary and disciplinary curricula, thereby empowering global citizens with the academic and dispositional competencies required to fulfill their future purpose.

Qualifications and Experience

• Educational Requirements: A post-secondary certificate or diploma in Education, a specific academic discipline, or a related field is mandatory; a Bachelor's degree in a relevant field is highly desirable.
• Certification/Licensure: Successful background checks and child protection clearances are required. A Paraprofessional Certificate or a relevant educational support certificate is preferred.
• Professional Experience: Minimum of two (2) years of relevant full-time experience working with school-aged children (ages 3–18) in a formal educational setting. Prior experience in an educational support/assistant capacity is preferred.
• Specialized Training: Demonstrated knowledge of or willingness to complete curricular and specialised training.
• Prior training in supporting diverse learners (EAL/Learning Support strategies) is highly preferred

Key Responsibilities:

• Co-facilitate instruction grounded in the relevant curriculum, assisting in the delivery of inquiry, play, and conceptual transfer activities.
• Support the application of developmentally appropriate best practices, providing targeted student assistance to foster holistic growth and well-being.
• Actively contributes to maintaining the inclusive, nurturing environment and assists in the promotion of student agency through prepared materials and task facilitation.
• Participate in collaborative team meetings, assisting in the preparation of materials and organization of students learning data for planning and differentiation.
• Model professional conduct and contribute proactively to a positive, supportive, and collaborative work environment.
• Support students in developing behavioural and emotional regulation skills to maintain a safe and peaceful learning environment.
• Reinforce and model the academic and dispositional competencies (Portrait of a Learner) to students through daily interactions and supervision.
• Fulfill assigned supervisory duties, actively assist lead teachers during school events, and support extracurricular commitments.
• Engage in continuous professional learning and utilize reflective practices to enhance personal support expertise and contribute to professional excellence.
• Organize, prepare, and manage learning resources and spaces efficiently to ensure readiness for active, hands-on learning experiences.

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.
• 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 voice counts.
• Every voice matters.
• Every team needs individuals.
• Every individual needs a team.

Working hours: Monday through Friday one hundred and eighty-eight) days per school year

APPLICATION PROCESS

To apply, please complete the electronic form please 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.

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.

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.