• 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, French, German or Spanish at a native speaker level (please indicate which language within application)
• 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. English Teachers of the Chinese program see their students every day.
• 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 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 or school aged setting
• An understanding of the principles of second language acquisition
• Speak language at a native speaker level (either English, French, German, Spanish or Chinese)
• 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.

• To prepare, invigilate and assess, as required, internal and external assessment.
• To develop and share schemes of work and resources
• To encourage all learners to reach their academic potential through enthusiastic and personalized teaching, tailored challenge, record keeping and feedback
• To be aware of, and comply with all school policies including those for assessment, teaching and learning, and reporting
• To show an active interest in each child’s personal and domestic circumstances, and to foster the personal and social development of each learner in your care
• To foster a close partnership with parents, initiating contact in appropriate circumstances and ensuring that there is a record of this

• Bachelor’s degree in Education or equivalent
• A certified teaching qualification
• At least three years’ teaching experience
• For language teachers, must be a native speaker of German, French, Spanish or Chinese (please indicate within application)

• Enthusiastic and passionate about education
• Flexible and adaptable to the varied demands of working in a world-class school environment
• Able to work independently and collaboratively as part of a team
• Creative and innovative across and beyond the curriculum
• Able to demonstrate a positive and proactive attitude towards participation in professional development and the school’s induction and appraisal processes
• A confident and competent user of IT in the classroom and for administrative purposes

• 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 English teacher 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 respond 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 German 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 style
• Successful experience in an inquiry/trans-disciplinary or IBPYP environment
• Excellent interpersonal skills and communication skills

ABOUT OUR SCHOOL
Atlanta International School (AIS) is a preschool to grade 12 private, non-profit school with language immersion and International Baccalaureate (IB) Curriculum in the Buckhead area of Atlanta.

Our mission is simple - To develop courageous leaders who shape their world for the better. The core values that drive our school are:

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

POSITION DESCRIPTION
The Head of College Counseling will provide comprehensive, individualized college counseling services to Upper School students with a particular focus on highly selective admission processes and also international university admissions. The Head must have excellent counseling, listening, organizational, and writing skills. The candidate must fully understand trends and strategies in the college admissions process in order to be able to provide precise, highly customized academic and college counseling services. These services include college list recommendations, holistic essay review, personalized recommendation letter writing, academic and standardized testing advising, and general admission advisement. The Head must be able to operate in a fast-paced, varied work environment that includes high volume responsibility. The Head must have excellent written and oral communication skills. An easy-going personality, coupled with a steadfast work ethic and attention to detail, is essential.   

We are seeking someone who demonstrates empathy, sensitivity and compassion while working with students and families from a wide variety of cultural backgrounds. While the Head must be able to work with all constituencies at the school, he, she or they must be particularly able to build trusted relationships with students and their parents.

START DATE: November 1, 2020 (preferred)
REPORTS TO: Head of Secondary School

POSITION RESPONSIBILITIES

• Plan, design, and implement college counseling programs and events for students and families to assist them in proper planning for college;
• Personally counsel and manage the college counseling search and application process for approximately 35-40 seniors each year,  in addition to academic and college counseling support of Grade 10-12 students. 
• Communicate regularly and frequently with all Upper School families regarding the college admissions process.
• Work with international students and parents/guardians to ensure understanding the United States college admissions process. Additionally, assist all students who aspire to apply to and attend international universities.
• Author highly personalized letters of recommendation for high school seniors and guide teachers in their letter of recommendation writing process
• Demonstrate a willingness to serve as the liaison between the College Counseling Office and the broader AIS community through participation in campus events and school committee membership.
• Manage all college counseling data, systems and records, while ensuring the confidentiality of all information. 
• Engage in professional development opportunities, such as visiting colleges and universities throughout the academic year and attend international, national and regional college admissions counseling conferences.
• Builds and fosters strong relationships with selective college admissions offices throughout the United States and abroad. 
• Stay current with trends in college admission, higher education, HOPE scholarship, financial aid, and national testing.  
• Oversee the Office of College Counseling and work collaboratively with two other college counselors and a college counseling assistant. 
• Provide regular college counseling updates to the Head of School, Head of Secondary School and Board of Trustees. 
• Prepare and manage the College Counseling budget
• Collaborate with the Head of School Counseling to ensure excellent holistic care for our Upper School students.
• Leads and/or oversees the organization of events such as Parent Coffees, college visits to AIS, CIS International University Fair, Senior Day, and Honors Assembly.

?REQUIRED EXPERIENCE/SKILLS

• Five-plus years of experience in college admissions counseling, preferably within an independent school and in a college’s admission office. 
• Extensive and current knowledge of the college admission process both in the US and abroad; Familiarity would include knowledge of colleges, their academic programs, campus environment, admission policies, and financial policies and procedures; And, a willingness to continue to learn. 
• Leadership experience to manage and motivate the College Counseling team and to have a visible presence in the school community, forging relationships with faculty, staff, students, parents, alumni, and the community. 
• Strong technology/computer skills, including familiarity with Google Suite and Naviance.
• Excellent organizational skills, flexibility, and a willingness to collaborate with other members of the team and the greater AIS community. 
• Creativity, enthusiasm and the ability to establish personal relationships with students and parents.
• Highly effective listening, writing, and public speaking skills; High level of integrity, strong work ethic, and confidence. 
• Demonstrated interest in being significantly involved in professional organizations. 
• Willingness to travel to conferences and college visits throughout the year; and willingness to work nights and weekends as needed.

DIVERSITY STATEMENT
Atlanta International School is deeply committed to diversity among our staff and applicants of diverse backgrounds are strongly encouraged to apply.
 
TO APPLY
To apply for this role, please send a resume and cover letter as attachments to employment@aischool.org. Please use the position title 'Head of College Counseling' as the subject line of your email. 

Closing date for applications: Friday, October 9th
Interviews take place: Monday October 19th - Friday October 23rd
Preferred Start Date: Monday, November 1 (or earlier if possible)

We will contact those applicants whose skills and experience best match our needs. Due to the high volume of applications, we regret that we are not able to take or return phone calls regarding employment.  We reserve the right to accelerate our process should a suitable, highly qualified candidate surface early in the process.

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

• Teach IB MYP Theatre classes to Middle School students;
• In the event of remote learning, all theatre arts classes must be taught synchronously
• Have an understanding of differentiated and inquiry-based instruction.
• Have an interest in cultivating diversity, equity, and inclusion into an educational environment.
• Integrate technology into the curriculum and instruction;
• Maintain the MYP Theatre Google classrooms;
• Submit unit & lesson plans;
• Regularly update the ManageBac grade book;
• Provide quick grading turnarounds for all students;
• Use behavior management systems that are effective with students;
• Provide a positive environment that encourages students to actively participate in their learning;
• Communicate with division heads, Director of the Arts, and advisors to discuss student progress;
• Model professional and ethical standards when interacting with students, parents, peers, and the community;
• Cultivate positive family partnerships.
• Participate fully in the life of the school which includes collaborating effectively and collegially with a teaching team, grade-level, and department;
• Engage regularly in formal ongoing professional development beyond school-based in-service;
• Support colleagues and the school by substituting for absent teachers (when needed);
• Participate in meetings, committees, and community gatherings;
• Know, understand, and uphold the mission, philosophy, and values of the school. All teachers contribute to the school mission and community with activities such as supporting student social-emotional learning, interest groups (clubs), social events, and grade-level trips.

• Teach 4 classes of Theatre to Middle School students;
• Contribute to the development of the Theatre program for Atlanta International School;
• Plan and implement a performing arts curriculum;
• Coordinate curricula with other department and grade level teachers;
• Be a consummate professional that strives to bring the highest quality Theatre direction and instruction for Atlanta International School families.
• Participation in and attendance at all arts-based events including the Arts Showcase.
• Additional responsibilities as assigned.

• Direct one production during the school year for Middle School;
• Assist with all Atlanta International School shows during the year, which could include Costumes, Sets, Props, Lights, Sound, Music, and Choreography;
• Oversee any additional personnel that is brought in to help with the productions.

• Bachelor’s in education, Theatre, or related field preferred
• Minimum of 2-5 years of classroom teaching experience, preferably in teaching Theatre to Middle School students
• Strong desire to teach students with language-based learning differences
• Knowledge of multi-sensory teaching methodologies
• Knowledge of Theatre teaching methodologies
• Excellent communication, interpersonal, and presentation skills
• Strong organization and time-management skills
• Desire to continue to develop professionally by learning new programs and methodologies
• High level of interest in inquiry-based instruction. 

• This role will require the incumbent to instruct pupils on-site at AIS
• The physical demands and work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions for the job.
• Physical demands: While performing the duties of this job, the employee is required to sit in on meetings and work on a computer; and is occasionally required to walk, reach with hands and arms, balance, stoop, talk, and hear. The employee must occasionally lift and/or move up to 15 pounds.

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

• Observing, Identifying and carrying out the Initial screening of students with suspected Learning Difficulties when requested
• Delivering small group Resource lesson to develop the academic and affective skills of LS Students
• Working on a consultation basis with students who have LS but are not enrolled in Resource class.
• Collaborating with teachers to implement successful learning strategies
• Advocate for inclusive educational practices
• Provide testing accommodations and supervision of Learning Support Students 

• Safeguard confidential records for tracking and monitoring purposes
• Create Learning Profiles for each allocated students

• Communicate with external agencies providing outside support
• Keep the Head of LS, teacher and SST informed about student progress, interventions, accommodations and collaborate with them on an ongoing basis.
• Communicating regularly with the families of Resource students through the reporting calendar or as requested by parents.

• Attending relevant courses and keep abreast of best practices for Sp LD

• Proven record as an effective Learning Support teacher for a range of needs
• Previous experience of writing Special Need Documentation such as IEPs or equivalent
• Ability to digest psychological evaluations and create a plan of action

• SAT and ACT and special testing provision experience
• Ability to complete diagnostic tests for specific learning difficulties (GORT, WIAT, Woodcock-Johnson, CTOPP, etc)
• Experience with the International Baccalaureate curriculum

• Bachelor’s degree or equivalent
• Evidence of continuous professional development in Learning Support

• Certified teacher or special educational needs teacher
• Master’s Degree or equivalent in Special Education or Specific Learning Difficulties

• Creative and innovative teaching methods
• Knowledge of how to provide effectively for the educational needs of all students
• Understanding of the classroom teacher’s perspective and the ability to transfer strategies from the specialist environment into everyday learning.

• An understanding of the expectations of the independent school sector

• Resourceful: The ability to be flexible, adapt and innovatively solve problems
• Positive: Provide a child-centered, growth mindset approach to education
• Diplomatic: Excellent interpersonal skills with colleagues, parents and pupils
• Intuitive: Ability to ascertain the zone of proximal development for each child so the right level of challenge can be provided, and success in learning experienced
• Relational: Ability to establish a rapport with children, engaging them, keeping them focused and motivated
• Innovative: Think creatively to solve learning barriers in the classroom.
• Communicator: Ability to effectively convey sensitive information, both verbal and written, to a variety of audiences.
• Collaborative: team player, able to bring teacher together around a common goal
• Organized: can multi-task and juggle multiple demands, prioritize and plan well
• Empathetic: appreciate different perspective and experience of LS students
• Good-humored and enthusiastic about Learning Support and Special Education
• Clear thinker under pressure 

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

• Teach Product/Industrial 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 Product Design, Industrial Design, Engineering, or other similar disciplines
• Recent experience of teaching Design or equivalent
• Experience of CAD/CAM software (Solid Works, Autodesk, Auto CAD)
• 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 machinery 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.

• 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

ABOUT OUR SCHOOL
Atlanta International School (AIS) is a preschool to grade 12 private, non-profit school with language immersion and International Baccalaureate (IB) Curriculum in the Buckhead area of Atlanta. The student body, numbering 1,220 is approximately 50% American and 50% international; the diverse faculty and staff come from over 35 different nations. More than 90 nationalities and 60 languages are represented in the AIS community.

Our mission is simple - To develop courageous leaders who shape their world for the better. The core values that drive our school are:

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

As we continue to evolve and expand on our pillars, we recommit to our students’ development of a global mindset. We design experiences that enable our learners to become adaptable, capable thinkers who demonstrate perseverance and resilience; we create an environment that provides ample opportunities for collaborative creativity, innovation, and entrepreneurship. We are intentionally developing the most inclusive community we can possibly create.

We are seeking a dynamic Head of Equity and Inclusion to advance the school’s commitment to an open, inclusive community, which provides equitable opportunities and wellbeing to all.

ABOUT THE POSITION
AIS is looking for a Head of Equity and Inclusion who deeply believes in preparing students to become global leaders that will create a more equitable world. As Head of Equity and Inclusion, you will lead the AIS community in developing and realizing a vision for equity and inclusion that becomes an everyday part of our school.

This position is a member of the Senior Leadership Team (SLT), reports directly to the Head of School and will collaborate closely with the SLT, Principals, and Curriculum Coordinators. You will also manage two DEI coordinators in this role with the possibility of other department leads, such as Counseling and Learning Support.

You will join a school with an incredible spirit of community and diversity of perspectives.

Our ideal candidate is someone who is deeply aligned with the values and principles of Atlanta International School; has a love for the development of young people, possess a passion for equity, is a skilled facilitator of adult learning, and can lead an organization through transformational change.

What You Will Do
Community Learning and Development

• Chair the school’s Equity and Inclusion Task Force. As a member, participate in the Primary and Secondary Leadership and Student Support Teams (as needed), in addition to attending IB Curriculum Subject Group and Grade Level Planning Teams as relevant and necessary.
• Ownership of all current equity and inclusion activities including carrying forth and refining a strategy for staff and faculty learning and development and student and family/community engagement. 

Strategic Planning

• Work in collaboration with school leaders to merge the equity and inclusion strategy into the AIS organizational processes.
• Refine the 3-year strategic plan based on evidence, learning, and growth.
• Work closely with the SLT to integrate Equity and Inclusion principles and practices into the upcoming school-wide strategic plan.

Lead Organizational Change around Equity and Inclusion

• Coaching the SLT and leaders of the key areas of focus in becoming a more equitable and inclusive organization.
• Coaching of all AIS leaders to develop and execute on equity and inclusion goals. In specific cases manage business processes during the transformation of realizing their equity and inclusion goals.
• Work with the Board DEI  Committee and Parent Organization leadership in realizing AIS’ vision for equity and inclusion.
• Represent AIS's vision at local, regional, and national conferences related to equity and social justice education.

What We Are Looking For
Required:

• A passion and deep alignment with AIS’s mission, diversity, equity, inclusion, and social justice
• Bachelor’s Degree; Master's degree and/or equivalent years of experience
• 3-5 years of relevant work experience, specifically teaching and/or adult learning facilitation is essential
• Experience leading diversity, equity, and inclusion initiatives in a school, NGO or university setting
• Experience mentoring, managing a team, or being responsible for other’s professional growth
• Excellent written and verbal communication skills, including high levels of responsiveness to students, families, staff, and faculty

Preferred:

• Instructional background at a level 3K - 12, specifically in a school setting
• Experience living or working internationally
• Professional proficiency or above in multiple languages

Remuneration:
This is a Senior Administrator position and the applicant will be placed on Senior Leadership Team’s salary scale. The package will be competitive and commensurate with the skills and experience of the successful candidate.

TO APPLY:
AIS is conducting a local, national and international search for this position. All candidates who wish to apply for the position must establish a professional file with employment@aischool.org to facilitate the application process and ensure that credentials are provided in a uniform and consistent manner. 

Please submit a cover letter of application, curriculum vitae/resume, statement of educational philosophy and any other supporting documents. Please also include names, addresses and day-time telephone numbers of at least three references. These must include direct supervisors or the person in the position of chief responsibility for the evaluation of the applicant‘s performance. AIS reserves the right to contact the writers of any open letters of recommendation for confidential statements. 

All finalist candidates will be required to submit to rigorous reference and background checking as required by Federal and State Law and as recommended by local and national agencies and the International Task Force on Child Protection.

All application materials should be sent to The Director of Human Resources at employment@aischool.org. 

Applications will be accepted from time of posting and the application period will close on October 30, 2020. AIS reserves the right to close the search at any time, should a successful candidate be identified earlier in the process. Applications will be accepted on a rolling basis.

Atlanta International School is an equal employment opportunity employer and does not discriminate against applicants or employees because of race, color, religion, national origin, sex, age, citizenship status, disability status, genetic information, sexual orientation, gender identity or expression of an otherwise qualified individual, or membership in any other class protected by applicable law.

• 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.

• 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

• 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).