High School Learning Support Teacher X 2

CAMPUS: Johannesburg Campus | SUPERVISOR: HS Principal | START DATE: 27 July 2025 |
POSTING DATE: 11 November 2024 | CLOSING DATE: 31 March 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

The Learning Support Teacher will be responsible for supporting the academic and social and emotional needs of students within the High School. They will work directly with students who have mild to moderate learning needs within a mainstream setting. They have a caseload of students across the High School. Their schedule will include both Learning 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 Learning Support 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 Learning Support Teacher will work with the High School and K12 Inclusion Services Team to develop inclusive practices in our community and expand opportunities for our students.

Preferred Qualifications:

Bachelor’s degree in special education/Learning Support, Masters preferred
License or certification in Special Education/Learning Support

Preferred Skills and Experience:

Successful experience teaching Learning Support in the Secondary Level
Experience working with students with a wide range of needs
Ability to plan for Tier 3 intervention at the secondary level
Experience teaching and supporting in the math and sciences
Experience with implementation of a multi-tiered system of support at the secondary level
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 advisory programming
Successful experiences with inspiring or leading innovative practices
Recent and relevant professional development in the field of Learning Support
Experience leading teams through the change management process
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:

Communicate and liaise on a regular basis with fellow team department/grade members regarding planning, assessment, parent and community contact, subject organization, and classroom issues including discipline, expectations, and routines
Communicate and liaise with other school colleagues to 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.
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: Actively participates in community initiatives to enrich the learning environment.
Adapts teaching practices: Stays informed of educational and societal changes while understanding each learner's unique cultural background, learning style, and needs.
Creates an inclusive learning environment: Embraces diversity, challenges stereotypes, and connects learning to students' real-world experiences and cultural contexts.
Fosters a growth mindset: Encourages calculated risk-taking and develops 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.

Work Hours: Monday through Friday - 188 (one hundred and eighty-eight) days per school year

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.

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American International School of Johannesburg

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