Pretoria Upper Elementary Homeroom Teacher

Independent Schools Association of Southern Africa; Pretoria; On-site; ZAR 250,000 - 380,000; Full time

Job summary

An international school in Pretoria is seeking a dedicated Upper Elementary Homeroom Teacher. The role involves creating a student-centered learning environment, collaborating with colleagues, and fostering community partnerships. Candidates should have a valid teaching certification and at least 5 years of experience in elementary education, with a commitment to nurturing student growth and diversity.

Qualifications

• Experience in curriculum and assessment development.
• Deep understanding of elementary education strategies.
• Commitment to justice, equity, diversity, and inclusion.

Responsibilities

• Create a flexible elementary classroom that promotes growth.
• Collaborate with peers and specialists for integrated learning.
• Maintain communication with parents regarding student progress.

Skills

Student-centered learning

Inquiry-based learning

Collaboration

Communication

Differentiation

Technology integration

Behavior management

Education

Valid teaching certification

Minimum 5 years teaching experience

Job description

Pretoria Upper Elementary Homeroom Teacher

Pretoria Upper Elementary Homeroom Teacher

CAMPUS: Pretoria Campus
SUPERVISOR: Pretoria Campus Principal
START DATE: 01 August 2025
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 grade level teacher is responsible for creating a flexible elementary classroom that promotes learning and personal growth. He/she establishes an effective rapport with students and develops positive relationships with parents and other staff members. The grade level teacher motivates students to develop skills, attitudes and knowledge as well as to develop understanding. He/she incorporates AISJ’s curriculum into the daily schedule and works collaboratively with peers to develop an effective grade level team. The grade level teacher will also collaborate with the learning support teachers, EAL teachers and other specialist teachers to plan integrated units and activities, discuss student learning, analyze and moderate student work and to promote the educational needs of students. The grade level teacher will have a strong understanding of best practices, particularly in literacy and numeracy instruction and be familiar with using a workshop approach within a classroom context. Familiarity with the school philosophy and mission statement is essential.

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, parent and community collaboration, subject organization and homeroom responsibilities including discipline, expectations and routines.
• Communicate and liaise with other school colleagues to identify and develop transdisciplinary learning experiences.
• Take an active role in proactive behavior management and pastoral care of students.
• Use a range of strategies to differentiate learning where needed.
• Collaboratively plan units of study using the CHALK unit planner.
• Attend and constructively contribute to staff 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 parents.
• Establish links with the parent community to ensure that parents are kept well informed about student progress.
• Assist, as required, in the development of a strong elementary program.
• Act as a resource/contact/support for new staff members (i.e., curriculum, schedules, procedures)
• Participate in at least one co-curricular activity per year.
• Participate in and assist with school events as required.
• Participate in curriculum and staff development opportunities as required and implement new learning.
• Teach a full elementary program excluding the specialist areas of art, music, world languages and PE.
• Identify student needs and be the primary advocate of the students in meeting their needs.
• Plan and assess learning based on the needs of the students.
• 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 t o 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.