• The joy of learning and purposeful effort.
• Mutual respect and understanding in an intentionally inclusive and intercultural community.

• The teacher helps students develop age appropriate skills in all areas of the PYP curriculum in a joyful environment, through inquiry
• The teacher collaborates with the teacher assistant to meet the differentiated needs of students who are acquiring the language of instruction and others who are native speakers
• The teacher models the language and responds to student’s input, no matter what language they use to express their ideas
• The teacher creates a collaborative relationship with parents in order to work as a team in the support of the child’s development

• Bachelor’s degree or equivalent
• Training and experience in an early childhood school setting
• An understanding of the principles of second language acquisition
• Speak Chinese at a native speaker level
• An unwavering commitment to the students

• An intercultural perspective and/or international teaching experience
• The ability to differentiate for differing ability levels and learning styles
• Successful experience in an inquiry/trans-disciplinary or IBPYP environment
• Excellent interpersonal skills and communication skills

• The joy of learning and purposeful effort.
• Mutual respect and understanding in an intentionally inclusive and intercultural community.

• Work in an A day/ B day schedule as the lead teacher one day and the co-teacher the other
• Collaborate closely with the co-teacher and the language teacher (French, German or Spanish) to create a seamless experience for the students
• Teach age appropriate skills in all areas of the PYP curriculum in a joyful environment, through inquiry
• Meet the differentiated needs of students who are acquiring the language of instruction and others who are native speakers
• Model the language and responds to student’s comprehensible input, no matter what language they use to express their ideas
• Create a collaborative relationship with parents in order to work as a team in the support of the child’s development

• Bachelor’s degree or equivalent
• Training and experience in an early childhood school setting
• An understanding of the principles of second language acquisition
• Speak English at a native speaker level
• An unwavering commitment to the students

• An intercultural perspective and/or international teaching experience
• The ability to differentiate for differing ability levels and learning styles
• Successful experience in an inquiry/trans-disciplinary or IBPYP environment
• Excellent interpersonal skills and communication skills

DIVERSITY STATEMENT

• The joy of learning and purposeful effort.
• Mutual respect and understanding in an intentionally inclusive and intercultural community.

• Lead small groups of students or circulate through the learning environment assisting students.
• Help with classroom management, taking over the class if the teacher is out of the room.
• Carry out supervision duties (recess, lunch, etc…) and support with the preparation of classroom materials.
• Collaborate closely with lead teacher(s) to create a seamless experience for the students.

• Bachelor’s degree or equivalent
• Training and experience in a primary school setting
• Spanish at a native speaker level
• An unwavering commitment to the students

• An intercultural perspective and/or international teaching experience
• The ability to differentiate for differing ability levels and learning styles
• An understanding of the principles of second language acquisition
• Successful experience in an inquiry/trans-disciplinary or IBPYP environment
• Excellent interpersonal skills and communication skills

• The joy of learning and purposeful effort.
• Mutual respect and understanding in an intentionally inclusive and intercultural community.

• A part-time position encompasses teaching two classes.
• Collaborate with different groups creating, planning, documenting and moderating assessments.
• Part-time teachers are required to take 1 duty in a 9-day cycle. 

• Bachelor’s degree
• Previous Secondary School Chinese teaching experience
• Experience with the MYP/DP or similar program preferred 

• Integrate authentic texts and teach thematically
• Balance Chinese character learning and acquiring skills
• Promote higher-order thinking skills through teaching
• Design and complete MYP Unit Planner
• Creative and critical thinking skills
• Classroom management and differentiation skills
• Self-management skills - organization, affective and reflective skills
• Technology skills - flexibility to work on different platforms
• Communication skills - effectively communicate with different stakeholders
• Adaptability skills - work in a changing environment 

• The joy of learning and purposeful effort.
• Mutual respect and understanding in an intentionally inclusive and intercultural community.

• Teach Graphic and/or Product Design to students in grades 6 - 10
• Effectively deliver Design to IBMYP classes at a high school level, working with a diverse student population
• Lead an advisory group (pastoral care) and have various supervisory duties throughout the week.
• Supervise students during break and lunch on a rotating schedule, approximately 1 hour a week
• Ensure classes have an interdisciplinary focus while also integrating innovative learning strategies and working with a diverse student population
• Active involvement in school-wide, divisional, and grade-level meetings, with the opportunity to engage fully and openly in a professional learning community. 

• B.A. Degree in Design, Engineering, or other similar disciplines
• Recent experience of teaching Design or equivalent
• Experience of CAD/CAM and digital design software (Adobe Photoshop & Illustrator).
• Ability and desire to work collaboratively with secondary school teachers, students, parents, and staff. 

• IBMYP teaching experience is preferred, but good applicants with other teaching experience and the required skillset are also welcome to apply.
• The safe use of traditional workshop tools and machines to support students in creating their design solutions.  

• The joy of learning and purposeful effort.
• Mutual respect and understanding in an intentionally inclusive and intercultural community.

• Teaching Middle and High school-aged students; it will involve MYP Individuals & Societies courses in Grades 6 and 10.
• Teach 5 classes in a block style format.
• Be actively involved in the schoolwide professional community.
• Supervise Personal Projects.
• Develop curriculum and resources we have on digital platforms.
• Serve as an advisor for a group of 10-15 students and do an overnight field trip with that grade level.

• Bachelor’s or Master’s degree in Education.
• Minimum 3 years experience teaching Individuals & Societies or social studies.
• Experience with MYP/DP or similar program. Passion and subject knowledge is more important than direct IB experience.
• An international perspective and/or international teaching experience.

• Ability to integrate technology in a 1:1 teaching environment.
• Familiarity with current international educational practices including inquiry and concept based learning, authentic assessments, and Project Zero.
• Excellent interpersonal skills with the ability and desire to work collaboratively with the school community including students, staff, and parents.

• The joy of learning and purposeful effort.
• Mutual respect and understanding in an intentionally inclusive and intercultural community.

• Effectively lead and deliver the IBDP physics program at both SL and HL in grade 11 and 12, working with a diverse student population
• Effectively deliver physics to an IBMYP class at a high school level, working with a diverse student population
• Ensure classes have an interdisciplinary focus while also integrating innovative learning strategies and working with a diverse student population
• Lead an advisory group (pastoral care) and have various supervisory duties throughout the week. 
• Active involvement in school-wide, divisional, and grade-level meetings, with the opportunity to engage fully and openly in a professional learning community. 

• Bachelor’s degree in physics or similar
• Recent experience of teaching DP physics or equivalent
• Be comfortable teaching the subject using an inquiry based, laboratory centered approach
• Excellent interpersonal skills with the ability and desire to work collaboratively with the school community including students, staff, and parents

• IBMYP and IBDP teaching experience is preferred, but good applicants with other curriculum experience are also welcome to apply. 

• The joy of learning and purposeful effort.
• Mutual respect and understanding in an intentionally inclusive and intercultural community.

• Collaborate with different groups to create, plan, document and moderate assessments
• Work as an Advisor in a specified year group of 10 to 15 students and participate in an annual field trip
• Supervise Personal Projects and/or Extended Essays as part of the International Baccalaureate Programme 
• Supervise students during break and lunch on a rotating schedule, approximately 1 hour a week

• Bachelor’s degree in Education or equivalent
• Minimum 3 years experience teaching Spanish Literature
• Experience with the MYP/DP or similar program like AP or IGCSE 

• Knowledgeable about multimodal texts
• Knowledgeable about Project Zero practices - (Making Thinking Visible, 8 Cultural Forces, etc.) and other developments in the field.
• Creative and critical thinking skills
• Classroom management and differentiation skills
• Self-management skills - organization, affective and reflective skills
• Technology skills - flexibility to work on different platforms
• Communication skills - effectively communicate with different stakeholders in the community
• Adaptability skills - work in a changing environment

• The joy of learning and purposeful effort.
• Mutual respect and understanding in an intentionally inclusive and intercultural community.

• Lead data team to empower data-informed decision making for teaching and learning; identify areas of opportunity, and positively impact students and the education system.
• Ensure that the data used by the broader team is effectively collected, organized, and available in ways that are reliable and easy to use.
• Oversees database processes with all administrative staff and faculty including but not limited to: online admissions, re-enrollment, transcripts, report cards, schedule, attendance, calendar, website, auxiliary programs and HOPE Scholarship data submission.
• Work with the IT Ops team to ensure security and privacy controls over the database.
• Build data infrastructure to support the data coaches’ delivery of analysis to inform decision making.
• Partner with stakeholders across AIS to understand the goals of developing new and existing projects, refine data strategy, and own end-to-end execution.
• Creates and maintains queries and reports.
• Work with academic departments to collect, compile, and analyze student data
• Develops and maintains comprehensive documentation of school databases developing systems, processes, and projects.
• Proactively plans for capacity and future projects in order to ensure that school needs are met in a timely fashion.
• Manages all database and systems integrations by importing and exporting data via scheduled, automatic, and manual data entry.

• Inform and advise the controller or processor, as well as their employees, of their obligations under data protection law.
• Monitor compliance of the organization with all legislation in relation to data protection, including in audits, awareness-raising activities as well as training of staff involved in processing operations.
• Provide advice where a Data Protection Impact Assessment (DPIA) has been carried out and monitor its performance.
• Act as a contact point for requests from individuals regarding the processing of their personal data and the exercise of their rights.
• Cooperate with Data Processing Agreements (DPAs) and act as a contact point for DPAs on issues relating to processing.

• Minimum of 3 - 5 years of progressively-increasing responsibility in a data management role, with a strong preference for 1 - 2 years in a K12 environment.
• Degree in MIS, Computer Science, or a related technical field, or comparable experience.
• Comprehensive knowledge of modern data science and product/visualization analytics tools and techniques, with excellent coding skills (e.g., in Python or R).
• Strong knowledge of data infrastructure services and platforms.
• Quantitative and statistical analysis experience - building product intuition, solving problems using data, and providing practical business insight using data.
• Ability to communicate key analytical insights to audiences of varying levels of expertise.
• Experience with a variety of relational databases and web-based applications.
• Proficiency with spreadsheets, query generation, and report writing.
• The ability to independently manage multiple projects in a timely fashion. 

• Experience with Veracross school information system
• Experience with Blackbaud school information system
• Experience with Managebac learning management system
• Experience with Power BI
• Excellent verbal and written communication skills
• Strong analytical and problem-solving skills 

Summary:

This is a part-time position. After School teachers/staff provide a safe, fun, educational environment for children during the critical time between school and parental pick-up. The primary focus in After School is to encourage children to enjoy relaxing and play-based learning and to become self-aware, motivated, and confident. This is accomplished by attentive staff committed to encouraging the child’s development by role modeling proper behavior, facilitating and encouraging student inquiry and using positive reinforcement. Assistant teachers are expected to willingly attend training sessions throughout the year. After school counselors are highly motivated leaders with a great team attitude. This opening is for After School care for both our Early Learning Center (3K/4K is a language immersion program where our students are taught in French, German or Spanish) and in the Primary School Grades 5K - 5.

Reports to: Kaleidoscope Coordinator

Essential Duties and Responsibilities:

• Arrive 30 minutes before children arrive, to ensure the site is ready, and activities are prepared.
• Work with students and other staff members to design and implement weekly and monthly schedules and lesson plans.
• Report all injuries, suspicious events, or behavior with appropriate paperwork turned into the Kaleidoscope Coordinator within 24 hours.
• Be involved with children; play actively, show personal attention to individuals, be a positive role model.
• Use only positive reinforcement and program approved corrective behavior techniques.
• Attend at least 10 hours of training a year.
• Maintain the facility by cleaning up after yourself and children, keeping cabinets clean and organized and notifying the director of items that need to be replaced or repaired.

Skills and Requirements:

• At least 18 years of age
• Have a High School diploma
• Be able to keep up with physical demands of active children
• Organized, flexible, passionate & dependable
• Able to work well with others on a team, and with variety of personalities
• Leadership qualities self -motivated while being group minded
• Prior experience working with children ages 3 -12

To Apply:

Please send your resume and cover letter as attachments to employment@aischool.org, using 'After School Teacher' as the subject heading.

We will contact those whose skills and experience best match our needs. Given the number of applications expected no telephone inquiries, please.

• The Language Support Program runs after school Monday to Thursday 3pm to 4.30pm during semesterm time.
• One group = 3 hours a week/ Two groups = 6 hours a week.
• $50 per hour paid on a semi-monthly basis. 
• Sign a contract for the semester (August -December).

• The joy of learning and purposeful effort.
• Mutual respect and understanding in an intentionally inclusive and intercultural community.

• The joy of learning and purposeful effort.
• Mutual respect and understanding in an intentionally inclusive and intercultural community.

• Native speaker of one of the languages listed above.
• Experience working with children.
• A background in teaching or language acquisition desirable.
• Must be flexible, engaging, open-minded and comfortable leading an active group of students in an inquiry-based environment.
• The school will provide curriculum guidelines with the expectation that tutors will set individual learning goals for students based on teacher recommendations.

• Identify specific areas of need for each child (with input from the class teacher).
• Provide opportunities for the use of oral language skills through games; role plays etc.
• Use and develop student reading and writing skills in an engaging context.
• Complete any assigned target language homework from class teacher.
• Practice reading appropriately challenging books.

• Tutors can teach one or two groups. If one group it is either M/W or T/Th 3:00-4:30.
• Plan on one additional hour per week (to be scheduled) for coordination with class teacher/language coordinator.
• One group = 4 hours per week, Two groups = 7 hours per week. 
• $50 per hour/ annually $10,080 (if two groups) paid on a semi-monthly basis. 
• Sign a contract for the semester (August 14-December 17 and January 5-May 31).