American International School of Johannesburg Elementary School Learner

Position Description & Application

CAMPUS: Johannesburg Campus | SUPERVISOR: ES Principal | START DATE: 1 January 2027 |

POSTING DATE: 06 October 2026| CLOSING DATE: 23 October 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.

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Position Overview

The Learner Specific Pathway (LSP) Teaching Partner is an essential educational collaborator who provides specialized support for elementary students with cognitive and developmental disabilities requiring modified and individualized curricula. Working under the direct guidance of the LSP Teacher, Student Support Services Team, and Elementary Principal, the Teaching Partner facilitates learning both within general education classrooms to maximize peer inclusion and through targeted 1:1 and small-group instruction in the specialized LSP setting. Aligned with AISJ’s Vision to inspire learning and build a better world, the LSP Teaching Partner implements scaffolds, positive behavior strategies, and adaptive frameworks that nurture student agency, self-regulation, and holistic development. Through collaborative teamwork, resource preparation, and dedicated care, this role ensures every learner thrives academically, socially, and emotionally.

Qualifications & Experience:

Required Educational Qualifications & Certifications

• Bachelor’s degree in Education, Special Education, Psychology, Child Development, or a related field (Special Education focus preferred).
• Exceptional command of written and spoken English.

Required Professional Experience

• Proven experience supporting students in an educational setting, preferably within special education or student support programs.
• Demonstrated patience, flexibility, and effectiveness in building positive relationships with elementary learners presenting complex cognitive, social, or behavioral profiles.
• Proven ability to work independently, exercise initiative, and take clear direction from lead educators.
• Strong digital literacy and computer skills to support instructional technology and student record-keeping.

Preferred Skills & Specialized Expertise

• Experience or training in Applied Behavior Analysis (ABA) therapy strategies.
• Experience using Augmentative and Alternative Communication (AAC) systems and/or Makaton Sign Language.
• Familiarity with inclusive practices, the IB Primary Years Programme (PYP), and the AISJ Portrait of a Learner.

Key Responsibilities:

Direct Student Support & Individualized Learning

• Deliver direct 1:1 and small-group instructional support to identified LSP learners within both general education classrooms and specialized LSP learning environments.
• Implement individualized scaffolds, accommodations, and curriculum modifications under the guidance of the LSP Lead Teacher and Student Support Services team.
• Assist learners in mastering individualized curriculum goals, reinforcing concepts
• across disciplinary and transdisciplinary units of inquiry.

Behavioral, Social-Emotional & Regulation Support

• Support students in developing emotional self-regulation, social interaction, and self-help skills to maintain a safe, inclusive learning environment.
• Implement individual behavior plans and proactive strategies to assist learners with complex behavioral or emotional needs.
• Promote student agency and independence, interacting with all learners with dignity, respect, and deep empathy.

Collaboration, Documentation & Data Collection

• Maintain accurate anecdotal notes, observational records, and logs regarding individual student progress, accomplishments, and behavioral trends.
• Participate actively in Student Support Services and team planning meetings to review student data, share feedback, and adjust intervention strategies.
• Communicate consistently and proactively with lead teachers, specialists, and multidisciplinary team members.

Classroom Operations & Resource Management

• Design, adapt, and prepare specialized instructional materials, sensory tools, and learning aids as directed by the LSP teacher.
• Manage learning environments and adaptive equipment efficiently to ensure spaces are prepared for active, hands-on learning experiences
• Perform assigned campus supervision duties during break times, recess, and school gatherings.
• Assist with after-school activities, Co-Curricular Activities (CCAs), and school-wide events as assigned.
• Support and chaperone students during off-campus excursions and the Elementary Classroom Without Walls (CWW) program as needed.
• Participate in ongoing professional development, training cycles, and team workshops to continually build special education skills.

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.

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.