Job Description: Learner Specific Pathway Teacher (LCE Teacher)

Job Description: Learner Specific Pathway Teacher (LCE Teacher)

CAMPUS: Pretoria Campus
SUPERVISOR: Pretoria Campus Principal
START DATE: 01 August 2027
POSTING DATE: 27 October2026
CLOSING DATE: 03 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

The Learner Specific Pathway Teacher will be responsible for managing the modified curriculum and personalized pathways for students with intellectual and developmental disabilities in an Elementary and Middle School setting. They will work collaboratively with the rest of the Support Services Team and General Educators to design pathways for students that maximize opportunities for students to participate with their general education peers and to be valued members of the AISJ community. The student programs will include academic, life, social, and executive function skills that will enable students to fulfill their personal academic goals to become as independent as possible.

Qualifications, Experiences, & Role Specific Requirements
Required Educational Qualifications & Certifications

• Teaching Degree with emphasis on intellectual and developmental disabilities, Masters preferred
• Current Teaching Certificate

Required Professional Experience

• Ability to lead multidisciplinary teams to design Individualized learning Plans
• Experience providing intervention in early childhood and elementary school settings
• Experience using assessments to set goals and design learning experiences for students with complex needs
• Ability to conduct Functional Behavior Assessments and create Behavior Intervention Plans, ABA or BCBA
  Training preferred
• Ability to modify core curriculum to provide opportunities for students to participate in general education classes
• Experience teaching students with intellectual and developmental disabilities in an inclusive setting
• International Experience preferred
• Experience leading professional learning among teachers
• Strong collaboration and leadership skills
• Strong organizational skills

General Responsibilities:

• Serve as case manager for students with intellectual and developmental disabilities
• Create Individual Learning Plans and Pathways for students
• Collaborate with general education colleagues to modify general education curriculum
• Design and implement individualized curriculum for students
• Manage the schedules and work of teaching partners supporting the students
• Communicate with general education teachers proactively and consistently.
• Promote a positive learning environment
• Engage in ongoing professional learning around inclusive education
• Lead professional learning at AISJ around inclusive education
• Contribute to the development of expanded services at AISJ to meet the needs of a wider range of learners
• Protect the safety and wellbeing of children
• Undertake professional duties that may be reasonably assigned by the Principal.
• Assist with after school activities.
• Adhere to supervision duties as assigned by administration.
• Highly self-directed

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:

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.