Job Description: Johannesburg Middle and High School Learner-Specific Pathway Teaching Partner CAMPUS: Johannesburg Campus | SUPERVISOR: MS & HS Principal | START DATE: 1 August 2026 | POSTING DATE: 27 May 2026| CLOSING DATE:05 June 2026 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 Learner-Specific Pathway (LSP) serves students with cognitive and developmental disabilities who require modified and individualized curriculum. Students receiving this service will attend classes with their age level peers with support and to the greatest extent possible. They also work in small groups and one to one on their unique curriculum. The LSP teaching partner works under the direction and support of the Principal, Director of Student Support Services and the Learner-Specific Pathway teachers to provide flexible support to students enrolled in the Learner-Specific Pathway (LSP) service. 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. They also provide direct support to students in the LSP classroom. The teaching partner should be familiar with all school procedures and the school’s mission and vision in order to be a contributing member of our learning community. Qualifications, Experiences, & Role Specific Requirements Teaching degree and experience, preferably in Special Education Exhibits patience and understanding when dealing with students. Ability to work independently and be proactive in addressing observed needs. Willing to learn and grow under the instruction of the Learner-Specific Pathway teacher. 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. Interest in helping students learn and apply strategies to manage their learning challenges. KEY RESPONSIBILITIES: Provide in-class support to identified students. Collaborate with the Middle and High School Student Support Services Team. Assist in the educational and social development of students under the direction and guidance of the LSP Teacher. Support students with emotional or behavioral differences 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 other educators 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 LSP teacher as needed. Attend team meetings and professional development as necessary. Undertake professional duties that may be reasonably assigned by the Principal. Assist with after school activities. Adhere to supervision duties as assigned by the 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. 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. Work Number of Work Days: : Monday through Friday - 188 (one hundred and eighty-eight) days per school year. Work Day: 7:10 a.m. to 3:30 p.m. daily on Monday, Tuesday, Thursday, and Friday, and from 7:10 a.m. to 4:00 p.m. on Wednesday. Full-Time Teacher: Secondary Teachers will teach 6 of 8 in the block schedule. Other Duties As Assigned: The Teacher will be expected to perform any work assigned to them that is within their skills and capabilities and to be flexible about changes to this function that may be required from time to time for operational reasons. This includes other duties as assigned by their supervisor from time to time. 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.