IBDP Chemistry Teacher (Part-Time)

• To provide immediate support to our IB Chemistry classes (Year 1 and Year 2).
• To provide targeted support via Zoom lessons for IB1 and IB2 students, in collaboration with a classroom teacher on the ground.
• The immediate priority is IBDP Year 2, ensuring students are well prepared for their upcoming assessments.
• The position could begin as a consultancy contract of up to 90 days, with the possibility of extension or transition to a part-time (50%) on-campus and possibly full-time from January 2026.
• The position could be a full-time Science teacher with IB Chemistry experience from January 2026.
• The position could be for a full-time Science teacher with IB Chemistry experience from August 2026.

• Secondary license or certification for teaching Science with a preference for a master's degree
• Successful experience teaching IB Chemistry
• Recent training and/or experience in IBDP Chemistry
• Ability to communicate effectively with students, parents, teachers and others
• Positive attitude and proven belief that all students can learn
• Ability to differentiate instruction for all learners
• Ability to establish and participate in collaborative structures
• Proven ability to develop successful academic programs
• Proven ability to moderate assignments at all levels to ensure collective understanding of achievement
• Proven ability to use learning data to explore and improve teaching and learning practices
• Ability to engage students in language learning activities using a variety of current social media forms
• An active online profile
• Successful experiences with advisory (homeroom/Well-Being) programming
• Successful experiences with inspiring or leading innovative practices

• Recent and relevant professional development in teaching and learning
• Experience using Understanding by Design to develop learning units
• Proven ability to work in a multi-cultural environment
• Experience working in an IB Diploma school
• Experience coaching sports and/or supervising student activities

• Communicate and liaise on a regular basis with fellow team department/grade members with regards to planning, assessment, parent and community contact, subject organization and classroom issues such including discipline, expectations and routines
• Communicate and liaise with other school colleagues in an effort to promote and social and emotional awareness
• Take an active role in behavioral management and pastoral care of class groups
• Attend and constructively contribute in staff meetings
• Assist in supervision of student breaks
• Coordinate class activities as deemed necessary
• 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 social and emotional curricular materials
• Act as a resource/contact/support for new staff members (i.e. curriculum, schedules, procedures)
• Contribute at least 15 hours beyond the regular contract time to supervise student activities
• 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.
• Collaborative Leadership Builds a learning community where students develop leadership skills through structured collaboration and personalized engagement.

• 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