Pretoria Lower Elementary Homeroom Teacher

Independent Schools Association of Southern Africa; Pretoria; On-site; ZAR 350,000 - 550,000; Full time

Job summary

A prestigious educational institution seeks a Lower Elementary Homeroom Teacher dedicated to creating a supportive learning environment. The ideal candidate will bring at least five years of experience, passion for student-centered education, and a commitment to fostering community and engagement among learners and families.

Qualifications

• Teaching certification is required.
• At least 5 years in elementary education settings.
• Experience with IB PYP preferred.

Responsibilities

• Develop intentional learning opportunities incorporating play and inquiry.
• Collaborate with families and team members.
• Analyze and document children's progress.

Skills

Student-centered learning environment

Differentiation strategies

Collaborative culture

Inquiry-based learning

Data-informed practices

Education

Valid teaching certification

Minimum of 5 years teaching experience

Job description

Pretoria Lower Elementary Homeroom Teacher

Pretoria Lower Elementary Homeroom Teacher

CAMPUS: Pretoria Campus
SUPERVISOR: Pretoria Campus Principal
START DATE: February 2026
POSTING DATE: 04 July 2025
CLOSING DATE: 11 July 2025

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 Lower Elementary Teacher draws on a rich repertoire of pedagogical practices to inform curriculum for children’s learning, development and wellbeing. They are responsive to children and their unique social, emotional, and learning profiles. The Lower Elementary Teacher develops positive relationships with families and other AISJ team members. They collaborate, plan and implement intentional learning opportunities that incorporate a spirit of play and agency through concept-driven inquiry inspired experiences. The Lower Elementary Teacher creates physical, temporal, intellectual, social and emotional environments that value the cultural and contexts of children and their families. They systematically analyse, assess, monitor and evaluate and share children’s learning, development and wellbeing in ways to understand, acknowledge and document children’s progress and development.

Qualifications

• Valid teaching certification
• Minimum of 5 years teaching experience in elementary education settings
• Expertise in building a student-centered, concept-driven, inquiry-based learning environment.
• Experience with adaptive learning environments and collaborative school cultures
• IB PYP experience (preferred)
• International school teaching experience.
• Experience in curriculum and assessment development.
• Investment in and ability to develop a sense of community, belonging and trust.
• An ability to communicate and build relationships with Elementary learners, team members and families.
• A positive attitude and committed team player. Someone who is solution-focussed.
• Deep understanding of the developmental needs of elementary school learners.
• Experience with data-informed, responsive practices.
• Commitment to and proven success within a learning-focussed, collaborative professional environment.
• A proven ability to differentiate instruction to meet individual needs and integrate learning into the daily schedule.
• Understanding of a wide range of assessment tools and strategies with the ability to apply them to inquiry-based instruction.
• Experience in integrating technology to enhance learning.
• Experience using standards and backwards design to plan instruction.

Performance Responsibilities:

In addition to the grade level expectations, teachers at AISJ are welcomed into a collegial and collaborative working environment.

In support of this, teachers are expected to:

• Communicate and liaise on a regular basis with fellow team members with regards to planning, assessment, family and community collaboration, subject organization and homeroom responsibilities including behaviour, expectations and routines.
• Communicate and liaise with colleagues to identify and develop transdisciplinary learning experiences.
• Take an active role in proactive behavior management and wellbeing of students.
• Use a range of strategies to differentiate learning.
• Collaboratively plan units of study.
• Attend and constructively contribute to team meetings.
• Assist in supervision of student breaks. Supervise students in and out of classroom activities during the school day.
• Maintain up-to-date records of assessment, attendance, planning, reports, conferences, and communication with families.
• Establish links with the community to ensure that families are kept well informed about student progress.
• Participate in at least one co-curricular activity per year.
• Participate in and assist with school events as required.
• Participate in curriculum and professional development opportunities as required and implement new learning.
• Identify student needs and be the primary advocate of the students in meeting their needs.
• Provide learning environments that are stimulating where children can develop their potential and experience growth.
• Other tasks as determined by the supervisor.

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.
• 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 team needs individuals.
• Every individual needs a team.

Work Hours: Monday through Friday – 188 (one hundred and eighty-eight) days per school year

APPLICATION PROCESS
To apply, please complete the electronic form please 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.