Job Description: Johannesburg Middle School Humanities Teacher Tentative

Job Description: Johannesburg Middle School Humanities Teacher Tentative

CAMPUS: Johannesburg Campus
SUPERVISOR: MS Principal
CONTRACT DATE: 27 July 2027
POSTING DATE: 09 October 2026
CLOSING DATE: 01 November 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 is a full-time position teaching both English and Social Studies in Grades 6–8. Our English program is aligned to the Common Core State Standards for English Language Arts, and our Social Studies program is aligned to the C3 Framework. We are looking for a teacher who is at home in both disciplines and who sees the natural connections between them. The ideal candidate designs concept-based, inquiry-driven units that link literature, writing and the social sciences, so students experience Humanities as a connected whole.

In the classroom, students develop as confident readers, writers, speakers and listeners. They explore history, geography, civics and economics through inquiry, and learn to build evidence-based arguments from a range of sources. We want students to leave as thoughtful, articulate, globally connected citizens who can debate ideas respectfully and use their voice.

This position also has a strong focus on Debate and Model United Nations (MUN). The successful candidate will lead and grow these programs in the Middle School. That includes coaching students, preparing delegations and debate teams for local and international conferences and competitions, and weaving argument, public speaking and global issues into everyday Humanities learning.

The Middle School operates on an 8-period rotating block schedule, and teachers are assigned to teach 5 of 8 blocks. Each Middle School Teacher is also responsible for an Eagle Forum cohort, which is integral to the Middle School experience as well as participating in our CWW, FLEX and Club programmes.

Qualifications, Skills & Experience

Required Educational Qualifications & Certifications

• Bachelor’s degree or higher in English, History, Social Studies, Political Science, Geography or a related field (Master’s preferred)
• Teaching license or certification for Secondary English and/or Social Studies, with the ability to teach both
• IB MYP training (Language and Literature and/or Individuals and Societies) is a strong advantage

Required Professional Skill & Experience

• Teaching both English and Social Studies, or an integrated Humanities course, at Middle School level
• Experience in an IB MYP school, including unit planning with MYP key and related concepts, global contexts, statements of inquiry and criterion-based assessment
• Designing interdisciplinary units that connect literature, writing and the social sciences
• Designing and implementing curriculum aligned to the C3 Framework and the Common Core ELA standards
• Concept-based curriculum design and inquiry-based learning
• Coaching Debate: preparing students in formats such as World Schools, parliamentary or public forum, and taking teams to tournaments such as World Scholar’s Cup.
• Leading Model United Nations: training delegates in research, position papers, resolution writing and parliamentary procedure, and taking delegations to conferences (experience organizing or hosting a conference is a plus)
• Teaching reading and writing through workshop approaches, including conferring and feedback
• Teaching source analysis, research skills and evidence-based argument
• Leading student-centered discussion, for example Socratic or Harkness methods
• Designing assessments, including performance tasks and rubrics
• Understanding of MTSS and differentiating for a wide range of readers and writers, including multilingual learners
• Knowledge of the CASEL SEL Framework
• Adaptive Schools training
• Integrating the ISTE Standards
• Coaching, club facilitation or service learning (for example, Model UN, debate, student publications)

Key Responsibilities:

• Plan, teach and assess English and Social Studies units aligned to AISJ standards and the MS Academic Competencies
• Lead the Middle School Debate and MUN programs: recruit and coach students, prepare them for conferences and competitions, and coordinate travel and logistics with the Middle School office
• Work with the High School MUN programs to build a strong pathway for students from Grade 6 to 12
• Differentiate instruction so every learner is supported and appropriately challenged
• Work with the Humanities department and grade-level teams on planning, common assessments and vertical alignment
• Encourage a love of reading and a culture of thoughtful discussion, argument and writing
• Use student data to guide instruction and contribute to MTSS and Student Success Team processes
• Keep accurate records of assessment, attendance, planning and parent communication
• Communicate regularly and clearly with families about student progress
• Serve as an Eagle Forum teacher and take part in CWW, FLEX and Clubs
• Supervise students during Break and/or Lunch periods on a rotating basis.
• Engage in our Co-curricular program for at least one season per year.
• Contribute constructively to team and staff meetings, support new colleagues, and take part in 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 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

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