High School Social Studies Teacher

• Current teaching certification appropriate to age level and subject specializations
• A minimum of an undergraduate degree in the area of expertise required and a qualification in Education
• Previous teaching experience, and strong knowledge in the area of specializations at the required levels of study
• An understanding of High School philosophy and an ability to communicate well with High School students
• A willingness to embrace an inclusive school environment while focusing on differentiated instruction and integrated learning
• Willingness to supervise co-curricular roles
• A positive attitude and strong interpersonal skills
• Expertise in building active, collaborative classroom programs, which encourage problem solving, critical thinking skills, and develop a sense of classroom community and trust
• A solid understanding of high school organization, programs and students
• A willingness and ability to reflect and critically examine teaching practices, set goals, and commit to continuous improvement

• An understanding of the Common Core Standards and concept-driven learning
• Experience in teaching research and writing in the content area
• Experience in teaching a concept-based curriculum
• Strong organizational and time management abilities
• A team player with the ability to take initiative
• Curriculum and assessment development, particularly competency-based assessment and planning using Understanding by Design
• Using hands-on engagements and assessments to help students make connections to the world around them
• Technology integration and ability to teach appropriate use of AI
• Experience in creating differentiated and personalized learning experiences

• The assignment of this subject is dependent upon the strengths of the successful candidate and will be made by the principal.
• AISJ values continuous improvement and provides weekly professional growth and collaboration time from 2:00 pm to 4:00 pm on Wednesdays.
• In addition to the subject responsibilities, teachers at AISJ are welcomed into a collegial and collaborative working environment. In support of these, teachers are expected to:
• Communicate and liaise on a regular basis with fellow team members with regard to planning, assessment, parent and community contact, subject organization and classroom issues such including discipline, expectations, and routines
• Take an active role in behavioral management and pastoral care of class and advisory groups
• Attend and constructively contribute in staff and department/grade meetings
• Lead co-curricular after school activities
• Assist in supervision of student breaks
• Contribute to and support school improvement plans and initiatives
• Maintain up-to-date records of assessment, attendance, planning, reports, conferences, and communication with parents
• Establish regular links with your parent community to ensure that parents are kept well informed about student progress
• Assist in the development of curricular materials
• Chaperone annual Classroom Without Walls class trip
• Participate in and assist with school events as required

• 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.

• 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.

• 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.

• 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.

Independent Schools Association of Southern Africa