JOHANNESBURG CAMPUS ELEMENTARY LEARNER SPECIFIC PATHWAY TEACHER (LCE TEACHER)

JOB DESCRIPTION: Elementary Learner Specific Pathway Teacher (LCE Teacher)

CAMPUS: Johannesburg Campus | SUPERVISOR: Elementary Principal | START DATE: 01 August 2026

POSTING DATE: 27 May 2026 | CLOSING DATE: 05 June 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.

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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 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

• Teaching Degree with emphasis on intellectual and developmental disabilities, Masters preferred
• Current Teaching Certificate
• 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
• Highly self-directed

Key Responsibilities:

• Provide in-class support to identified students.
• Collaborate with the Middle and High School Student Support Services Team.
• Assist in the educational and social development of students under the direction and guidance of the LSP Teacher.
• Support students with emotional or behavioral differences and help develop self-regulation and social skills.
• Exhibit flexibility in dealing with day-to-day situations typical of a learning support program.
• Support and assist students individually or in small groups in order to help them master assignments and to reinforce learning concepts presented by teachers.
• Communicate with other educators proactively and consistently.
• Keep consistent notes regarding student performance and maintain anecdotal notes on individual students regarding their progress and challenges.
• Give consistent feedback to students and teachers as required.
• Prepare teaching materials under the guidance of the LSP teacher as needed.
• Attend team meetings and professional development as necessary.
• Undertake professional duties that may be reasonably assigned by the Principal.
• Assist with after school activities.
• Adhere to supervision duties as assigned by the administration.

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 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, subject to 8.4 and 8.6 below.

Full-Time Teacher: Elementary Teachers will be working with students (contact time) between 65% to 75% per day

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 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
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