Job Description High School World Language French & Spanish Teacher (IBDP and/or Beginner/Pre- intermediate/Intermediate/Advanced) Tentative
CAMPUS: Johannesburg Campus
SUPERVISOR: HS Principal
START DATE: 01 August 2027
POSTING DATE: 09 October 2026
CLOSING DATE: 28 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.
Position overview
This full-time High School teaching position may include IBDP French and Spanish and/or Beginner, Pre-Intermediate, Intermediate, and Advanced French and Spanish and contributes to AISJ’s mission to inspire learning to build our better world. The successful candidate will create engaging, inclusive, and appropriately challenging language-learning experiences that develop students’ confidence and proficiency as communicators. Through authentic opportunities to use language and explore diverse cultures and perspectives, the teacher will foster curiosity, intercultural understanding, and global connectedness. As an active member of the High School community, the teacher will build strong relationships with students, collaborate with colleagues, and contribute to a culture of belonging, care, and continuous learning. The High School operates on an eight-period rotating block schedule, with teachers assigned to five teaching blocks and an Eagle Forum (advisory/homeroom), an integral part of our Well-Being Program and commitment to supporting the whole student.
Qualifications, Experiences, & Role Specific Requirements
Required Educational Qualifications & Certification
- Secondary license or certification for teaching French & Spanish, with a preference for a master’s degree
- Recent training in IB French/Spanish ab initio and Language B
Required Professional Experience
- Minimum of 3 years of full-time, successful IB French/Spanish ab initio and Language B teaching experience at the higher and standard levels.
- Minimum of 3 years of full-time, successful experience teaching French and Spanish in a high school setting.
- Recent training and/or experience in the current Language Acquisition curricula
- Demonstrated experience designing, delivering, and assessing language acquisition curricula.
Preferred Qualifications & Specialized Experience
- Ability to communicate effectively with students, parents, teachers, and others
- Positive attitude and proven belief that all students can learn
- Ability to differentiate instruction for all learners
- Ability to establish and participate in collaborative structures
- Proven ability to develop successful academic programs
- Proven ability to standardize assignments at all levels to ensure collective understanding of achievement
- Proven ability to use learning data to explore and improve teaching and learning practices
- Successful experiences with advisory (homeroom/Well-/Being) programming
- Successful experiences with inspiring or leading innovative practices
Key Responsibilities:
- Communicate and liaise regularly with team members with regards to planning & assessment.
- Standardize and moderate assignments regularly
- Maintain up-to-date records of assessment, attendance, planning, reports, conferences, and communication with parents
- Constructively contribute to staff meetings
- Engage in ongoing professional development opportunities
- Establish links with the parent community to ensure that parents are kept well-informed about student progress
- Communicate and liaise with other school colleagues to promote social and emotional awareness
- Take an active role in the advisory of class groups
- 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
- Engage in our Well-being Program as an Eagle Forum Teacher/Advisor.
- Facilitate a service learning group.
- Supervise students during Break and/or Lunch periods on a rotating basis.
- Supervise students during Access on a rotating basis.
- Chaperone Classroom Without Walls Trips.
- Engage in our Co-curricular program for at least one season per year.
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.
ISASA