POSITION OVERVIEW SUMMARY

The Secondary School seeks a highly qualified and dynamic MYP Pedagogical Coordinator. We are looking for an experienced MYP Coordinator to oversee the guidance of students through middle and into high school as they progress through the requirements of the Middle Years Programme. Candidates should be knowledgeable about and interested in supporting the development of both the MYP and alternative graduation pathways. The MYP Pedagogical Coordinator is expected to maintain a thorough understanding of all aspects of the Middle Years Programme as well as to work with students, faculty, parents and leadership in order to actively endorse and promote the principles which underpin this programme and AISB’s Future Designs. The MYP Pedagogical Coordinator reports to the Secondary School Principal and is an active member of the Curriculum, Instruction, and Assessment, Learning Leadership, and Secondary School Leadership teams.

At AISB, we are passionate about the well-being of students and helping to mentor them through their journey as adolescents. Therefore, all teachers are committed to working with Grade Level teams in developing and delivering a responsive advisory and mentoring program to meet the needs of our students.  The MYP Pedagogical Coordinator works closely with the grade level leaders in 6-10 to support this program.

QUALIFICATIONS & SKILLS

Education & Certification

• Bachelor’s Degree from a University (required)
• Active Teaching Certification (required)

Experience

• Substantial experience of successful teaching within the IB Middle Years Programme
• Experience in a position of added responsibility such as Learning Leader, Grade Leader, Coordinator
• Experience collaborating with teams to design engaging and effective learning experiences for Secondary students
• Experience working with and supporting English as an Additional Language (EAL) and Learning Support students, and of working collaboratively with teachers and counselors in the support of all students.

Core Competencies

• Utilizing a strengths-based and solution-focused approach;
• Flexible, adaptable, and collaborative;
• Effective communicator who is clear, concise, and kind: in communication and disposition.

KEY ATTRIBUTES 

• Your philosophy aligns closely with our Learning Principles;
• You are passionate about providing a safe, inclusive learning environment where children thrive;
• Building relationships is important to you and student learning is at the heart of what you do;
• You understand how to establish and maintain strong partnerships between school and home ;
• Your teaching fosters students' capacity to become independent, thoughtful learners in all grade levels;
• You place a high value on concept-based learning, inquiry and learner agency, and you understand how to develop and implement effective developmentally-appropriate learning plans which reflect these values;
• You are able to use a range of strategies to assess learning for planning, monitoring and reporting purposes;
• You are confident and adaptable in using technology to enrich teaching and learning in powerful ways.  
• You bring value to AISB  by generously sharing skills and knowledge and openly encouraging the exchange of ideas at all levels.

ESSENTIAL RESPONSIBILITIES 

MYP Administration:

• Maintaining regular contact with the IB and assuming overall responsibility for administering, distributing, completing and returning all relevant documentation;
• Supporting and advising teaching staff regarding the administration of the MYP and access to and use of IBIS;
• Ensuring faculty have the necessary IB training and completing registration for IB workshops;
• Drafting, issuing and administering the exam and invigilation timetables for MAP testing of all MYP students as well as Grade 10 end of year exams;
• Overseeing the registration process for all MYP students and providing oversight of the Personal Project (PP) process, in collaboration with the PP Coordinator;
• Maintaining the MYP at AISB and MYP Admin Google Drives, which house all essential MYP administrative and curricular materials;
• Working with the registrar and counselors to ensure reports and transcripts are accurate.

Support of Faculty and Students:

• Supporting and guiding the middle years Service Learning program to ensure the effective implementation, development and completion of the IB and AISB components;
• Guiding MYP faculty in the documentation of curriculum material and the migration of this material to Toddle;
• Working closely with students, parents, the VPs, Grade Leaders & Counselors to address and communicate student challenges;
• Informing and updating parents, students, and the outside community about the goals and structure of the MYP program, as well as ensuring they are aware of alternative elective and pathway options in high school
• Working with the GLL for Grades 9 & 10, as well as the DP Coordinator and high school counselors, to oversee the course selection process for electives and pathways;
• Working with the Learning Support, EAL, and counseling teams to support for students who need additional support by ensuring that access arrangements are supported in both classroom and exam settings;
• Supporting the development and documentation of curriculum pathways for non-DP students and guiding Learning Leaders and teachers in adjusting and documenting curriculum to satisfy High School curriculum requirements;
• Supporting the learning of both taught and self-taught students within the Home Language program;

Other Responsibilities:

• Teaching allocation of a maximum of two classes (up to 40%);
• Follow the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.
• Other appropriate duties as assigned by the Secondary Principal or Core Leadership Team.

TEAM RESPONSIBILITIES

In addition to core responsibilities, the MYP Pedagogical coordinator is a member of and carries the following responsibilities on each of these teams:

Secondary Leadership Team 

• To plan and facilitate both the New Faculty Orientation and Secondary Orientations;
• To facilitate professional learning by regularly visiting classrooms and engaging in Learning Walks;
• With the DP Coordinator, leading the team of Secondary Learning Leaders through coaching and mentoring, supporting curriculum development, and facilitating meetings and retreats;
• With the DP Coordinator, organizing, communicating and overseeing reporting processes.
• To plan and assist in leading parent coffees and other informational sessions;
• To support the Admissions team by communicating with prospective families and providing input on applications;
• To support recurring and hiring; 

Learning Leadership Team 

• To develop the continuity and effectiveness of curriculum and pedagogy across the whole school, including the accreditation process;
• To manage the whole-school Professional Learning Budget;
• To lead and design whole school and sectional  professional learning opportunities;
• To disseminate information and ensure understanding of MYP programmes to the wider community;
• To serve on committees for our Future Design commitments.  

Curriculum, Instruction, and Assessment Team 

• Coordinate and lead the curriculum review process;
• Create and review procedures and policies to align teaching and learning across the school; 
• Conduct Learning Walks to build understanding of teaching and learning across the school;
• Review professional learning requests;
• Collect and analyze data about teaching and learning and make recommendations about next steps.

OTHER

AISB is committed to safeguarding and promoting the welfare of all students. All faculty and staff members are expected to share this commitment and adhere to the school’s Child Protection Policy. Appointment to this position is contingent upon satisfactory background checks and references.

Please note: AISB follows the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

POSITION OVERVIEW SUMMARY

AISB Counselors aspire to cultivate a compassionate, safe and inclusive environment where all students feel affirmed, heard and empowered to be themselves and take courageous action in life.  They deliver a comprehensive developmental counseling program; work in partnership with students, parents, faculty and staff; advocate for and value the diversity of all students within a global context; and foster wellbeing and the holistic development of each student.

AISB Counselors believe that all students:

• Have the ability and the right to learn, grow and develop;
• Have the right to a caring adult professional advocate at school;
• Have the right to feel safe, supported, and accepted in school;
• Have unique skills, strengths and potential.

QUALIFICATIONS & SKILLS

Education & Certification

• A university degree in a related field;
• A school counseling certification or relevant accreditation;

Experience

• At least 5 years previous experience in a school setting;
• International school experience (preferred);
• Working with and/or understanding of MYP & DP (preferred);
• Understand and/or have experience implementing a Social-Emotional Learning curriculum;
• Working with and understanding young learners and their development;

Core Competencies

• Excellent interpersonal skills; the ability to work in a highly collaborative environment;
• Excellent communication skills in English (oral and written);
• Skills and training for effective technology integration.

KEY ATTRIBUTES 

• Ability to connect and relate warmly to children and adults;
• A holistic and strength based approach to working with children and families;
• Ability to maintain confidentiality;
• Excellent listening, observational, verbal and written communication skills;
• The ability to collaborate with others and consider alternative perspectives;
• A commitment to professional growth;
• A proactive approach and ability to take initiative when needed;
• Ability to navigate emotionally intense situations;
• Patient, enthusiastic, sensitive and flexible.

ESSENTIAL RESPONSIBILITIES 

• Assessing learning and social-emotional needs to advise on the best approaches and provisions to support learning and development;
• Facilitating a successful transition process for families arriving to Romania and/or AISB as well as those leaving the school community;
• Facilitating the implementation of our social-emotional curriculum in the classrooms (including the Keeping Safe Child Protection Curriculum and Health and Relationship lessons);
• Individual Student Planning - assist students with developing personal/social skills, goals and plans;
• Collect observations and developmental background information, provide ongoing monitoring to design possible interventions, and inform parents, teachers, and other education professionals in best supporting students;
• Participating regularly in the Student Care process which identifies struggling students and determines how best to meet the social, emotional, behavioral and learning needs of these children;
• Collaborating regularly with the other counselors, teachers, the Secondary Leadership team, Learning Support and other members in the school;
• Keeping documented records, progress monitoring and data in regards to child needs and counseling programs;
• Developing and applying effective interventions to promote psychological wellbeing and social, emotional and behavioral development, and to support educational success;
• Developing and facilitating workshops, presentations, and courses for parents, teachers and others involved with the education of children;
• Reviewing, developing and implementing policies (e.g. child protection policy, inclusion policy, etc.);
• Liaising and networking with other local, regional and international professionals (e.g. community mental health professionals, ISCA, CEESA, IDS, etc.);
• Understanding of and responding to Child Protection incidents according to our school policy, procedures, and Romanian Law.

Other

AISB is committed to safeguarding and promoting the welfare of all students. All faculty and staff members are expected to share this commitment and adhere to the school’s Child Protection Policy. Appointment to this position is contingent upon satisfactory background checks and references.

Please note: AISB follows the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

POSITION OVERVIEW SUMMARY

AISB’s Secondary School seeks a highly qualified and dynamic MYP and DP Higher Level Math teacher. We are looking for an individual who has experience in both the MYP and DP programmes who enjoys working across high school grade levels.  The position will likely include teaching three different courses with one co-taught class.    

All full-time employees also have an advisory role that includes membership on a grade-level team; this position will include membership on a high school grade-level team.  Advisory teachers support our social-emotional learning program by working with a partner to mentor a homeroom of students, delivering advisory curriculum as part of a focus team, and contributing to community building events.   

QUALIFICATIONS & SKILLS

Education & Certification

• Bachelor’s Degree from a University in a relevant discipline
• Valid and active teaching certification
• Master’s Degree in subject discipline or the field of education (preferred)

Experience

• Experience with both the IB MYP and the IB DP in an international Secondary School environment (preferred)
• Experience teaching complete cycles of AA and AI HL Math
• Experience working with, and differentiating for, EAL and LS students
• Experience delivering a pastoral / advisory program

Core Competencies

• Excellent interpersonal skills; the ability to work in a highly collaborative environment
• Excellent communication skills in English (oral and written)
• Skills and training for effective technology integration 

KEY ATTRIBUTES 

• Your philosophy aligns closely with our Learning Principles;
• You are passionate about providing a safe, inclusive learning environment where children thrive;
• You actively build relationships and keep student learning at the heart of what you do;
• You understand how to establish and maintain strong partnerships between school and home ;
• You have a positive disposition and are solution focused;
• Your teaching fosters students' capacity to become independent, thoughtful learners in all grade levels;
• You are flexible, and adapt easily to collaborating with different teams;
• You are someone who students and colleagues want to be around and you communicate with clarity and kindness;
• You place a high value on concept-based learning, inquiry and learner agency, and you understand how to develop and implement effective developmentally-appropriate learning plans which reflect these values;
• You are able to use a range of strategies to assess learning for planning, monitoring and reporting purposes;
• You are confident and adaptable in using technology to facilitate teaching and learning in powerful ways. 

ESSENTIAL RESPONSIBILITIES 

Classroom Teaching:

• Teaching allocation of five classes in an eight block rotating schedule;
• Documenting curriculum and learning experiences on Toddle, our learning management system;
• Co-teaching with members of the Learning Support or EAL departments in at least on grade level;
• Homeroom and advisory lessons with an assigned homeroom partner and on an advisory curriculum focus team.

Department and Grade-Level Team Member:

• Attend co-planning, department, and grade-level meetings once per eight day cycle;
• Facilitate student onboarding, team-building, and community events;
• Participate in an Experiential Week trip with your assigned grade level.

Support of Students and Colleagues:

• Working with the Learning Support, EAL, and counseling teams to support for students by ensuring that access arrangements are supported in both classroom and exam settings;
• Working closely with students, parents, the VPs, Grade Leaders & Counselors to address and communicate student success and challenges;
• Follow the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

Other Responsibilities:

• Participation in Co-Curricular Activities program: one trimester in the first contract year and two each year after; 
• Supervision of two Personal Projects or Extended Essays per academic year;  
• Active engagement in AISB’s Professional Growth and Evaluation Program; 
• Other appropriate duties as assigned by the Secondary Principal or Core Leadership Team.

Other

AISB is committed to safeguarding and promoting the welfare of all students. All faculty and staff members are expected to share this commitment and adhere to the school’s Child Protection Policy. Appointment to this position is contingent upon satisfactory background checks and references.

Please note: AISB follows the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

POSITION OVERVIEW SUMMARY

AISB’s Secondary School seeks a highly qualified and dynamic MYP and DP Theatre teacher. We are looking for an individual who has experience in both the MYP and DP programmes who enjoys working across middle and high school grade levels.  The position will likely include teaching two middle school trimester based courses and one or two high school classes; there is an expectation that the successful candidate will  direct or co-direct at least one secondary school production per year.  

All full-time employees also have an advisory role that includes membership on a grade-level team; this position will include membership on a middle school grade-level team.  Advisory teachers support our social-emotional learning program by working with a partner to mentor a homeroom of students, delivering advisory curriculum as part of a focus team, and contributing to community building events.

QUALIFICATIONS & SKILLS

Education & Certification

• Bachelor’s Degree from a University in a relevant discipline
• Valid and active teaching certification
• Master’s Degree in subject discipline or the field of education (preferred)

Experience

• Experience with both the IB MYP and the IB DP in an international Secondary School environment (preferred)
• Experience teaching complete cycles of DP Theatre
• Experience directing school productions 
• Experience working with, and differentiating for, EAL and LS students
• Experience delivering a pastoral / advisory program

Core Competencies

• Excellent interpersonal skills; the ability to work in a highly collaborative environment
• Excellent communication skills in English (oral and written)
• Skills and training for effective technology integration 

KEY ATTRIBUTES 

• Your philosophy aligns closely with our Learning Principles;
• You are passionate about providing a safe, inclusive learning environment where children thrive;
• You actively build relationships and keep student learning at the heart of what you do;
• You understand how to establish and maintain strong partnerships between school and home ;
• You have a positive disposition and are solution focused;
• Your teaching fosters students' capacity to become independent, thoughtful learners in all grade levels;
• You are flexible, and adapt easily to collaborating with different teams;
• You are someone who students and colleagues want to be around and you communicate with clarity and kindness;
• You place a high value on concept-based learning, inquiry and learner agency, and you understand how to develop and implement effective developmentally-appropriate learning plans which reflect these values;
• You are able to use a range of strategies to assess learning for planning, monitoring and reporting purposes;
• You are confident and adaptable in using technology to facilitate teaching and learning in powerful ways.  

ESSENTIAL RESPONSIBILITIES 

Classroom Teaching:

• Teaching allocation of five classes in an eight block rotating schedule;
• Documenting curriculum and learning experiences on Toddle, our learning management system;
• Co-teaching with members of the Learning Support or EAL departments in at least on grade level;
• Homeroom and advisory lessons with an assigned homeroom partner and on an advisory curriculum focus team.

Department and Grade-Level Team Member:

• Attend co-planning, department, and grade-level meetings once per eight day cycle;
• Facilitate student onboarding, team-building, and community events;
• Participate in an Experiential Week trip with your assigned grade level.

Support of Students and Colleagues:

• Working with the Learning Support, EAL, and counseling teams to support for students by ensuring that access arrangements are supported in both classroom and exam settings;
• Working closely with students, parents, the VPs, Grade Leaders & Counselors to address and communicate student success and challenges;
• Follow the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

Other Responsibilities:

• Participation in Co-Curricular Activities program: one trimester in the first contract year and two each year after; 
• Supervision of two Personal Projects or Extended Essays per academic year;  
• Active engagement in AISB’s Professional Growth and Evaluation Program; 
• Other appropriate duties as assigned by the Secondary Principal or Core Leadership Team.

Other

AISB is committed to safeguarding and promoting the welfare of all students. All faculty and staff members are expected to share this commitment and adhere to the school’s Child Protection Policy. Appointment to this position is contingent upon satisfactory background checks and references.

Please note: AISB follows the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

POSITION OVERVIEW SUMMARY

AISB’s Secondary School seeks a highly qualified and dynamic MYP Science and DP Physics and Chemistry teacher. We are looking for an individual who has experience in both the MYP and DP programmes who enjoys working across high school grade levels.  The position will likely include teaching three different courses with one co-taught class.    

All full-time employees also have an advisory role that includes membership on a grade-level team; this position will include membership on a high school grade-level team.  Advisory teachers support our social-emotional learning program by working with a partner to mentor a homeroom of students, delivering advisory curriculum as part of a focus team, and contributing to community building events.   

QUALIFICATIONS & SKILLS

Education & Certification

• Bachelor’s Degree from a University in a relevant discipline
• Valid and active teaching certification
• Master’s Degree in subject discipline or the field of education (preferred)

Experience

• Experience with both the IB MYP and the IB DP in an international Secondary School environment (preferred)
• Experience teaching complete cycles of DP Physics and DP Chemistry
• Experience working with, and differentiating for, EAL and LS students
• Experience delivering a pastoral / advisory program

Core Competencies

• Excellent interpersonal skills; the ability to work in a highly collaborative environment
• Excellent communication skills in English (oral and written)
• Skills and training for effective technology integration

KEY ATTRIBUTES 

• Your philosophy aligns closely with our Learning Principles;
• You are passionate about providing a safe, inclusive learning environment where children thrive;
• You actively build relationships and keep student learning at the heart of what you do;
• You understand how to establish and maintain strong partnerships between school and home ;
• You have a positive disposition and are solution focused;
• Your teaching fosters students' capacity to become independent, thoughtful learners in all grade levels;
• You are flexible, and adapt easily to collaborating with different teams;
• You are someone who students and colleagues want to be around and you communicate with clarity and kindness;
• You place a high value on concept-based learning, inquiry and learner agency, and you understand how to develop and implement effective developmentally-appropriate learning plans which reflect these values;
• You are able to use a range of strategies to assess learning for planning, monitoring and reporting purposes;
• You are confident and adaptable in using technology to facilitate teaching and learning in powerful ways.    

ESSENTIAL RESPONSIBILITIES 

Classroom Teaching:

• Teaching allocation of five classes in an eight block rotating schedule;
• Documenting curriculum and learning experiences on Toddle, our learning management system;
• Co-teaching with members of the Learning Support or EAL departments in at least on grade level;
• Homeroom and advisory lessons with an assigned homeroom partner and on an advisory curriculum focus team.

Department and Grade-Level Team Member:

• Attend co-planning, department, and grade-level meetings once per eight day cycle;
• Facilitate student onboarding, team-building, and community events;
• Participate in an Experiential Week trip with your assigned grade level.

Support of Students and Colleagues:

• Working with the Learning Support, EAL, and counseling teams to support for students by ensuring that access arrangements are supported in both classroom and exam settings;
• Working closely with students, parents, the VPs, Grade Leaders & Counselors to address and communicate student success and challenges;
• Follow the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

Other Responsibilities:

• Participation in Co-Curricular Activities program: one trimester in the first contract year and two each year after; 
• Supervision of two Personal Projects or Extended Essays per academic year;  
• Active engagement in AISB’s Professional Growth and Evaluation Program; 
• Other appropriate duties as assigned by the Secondary Principal or Core Leadership Team.

Other

AISB is committed to safeguarding and promoting the welfare of all students. All faculty and staff members are expected to share this commitment and adhere to the school’s Child Protection Policy. Appointment to this position is contingent upon satisfactory background checks and references.

Please note: AISB follows the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

POSITION OVERVIEW SUMMARY

AISB’s Secondary School seeks a highly qualified and dynamic MYP I&S and DP Economics teacher. We are looking for an individual who has experience in both the MYP and DP programmes who enjoys working with middle and high school students.  The position will likely include teaching three grade levels with one co-taught class.    

All full-time employees also have an advisory role that includes membership on a grade-level team; this position will likely include membership on a high school grade-level team.  Advisory teachers support our social-emotional learning program by working with a partner to mentor a homeroom of students, delivering advisory curriculum as part of a focus team, and contributing to community building events.    

QUALIFICATIONS & SKILLS

Education & Certification

• Bachelor’s Degree from a University in a relevant discipline
• Valid and active teaching certification
• Master’s Degree in subject discipline or the field of education (preferred)

Experience

• Experience with both the IB MYP and the IB DP in an international Secondary School environment (preferred)
• Experience teaching complete cycles of DP Economics
• Experience working with, and differentiating for, EAL and LS students
• Experience delivering a pastoral / advisory program

Core Competencies

• Excellent interpersonal skills; the ability to work in a highly collaborative environment
• Excellent communication skills in English (oral and written)
• Skills and training for effective technology integration

KEY ATTRIBUTES 

• Your philosophy aligns closely with our Learning Principles;
• You are passionate about providing a safe, inclusive learning environment where children thrive;
• You actively build relationships and keep student learning at the heart of what you do;
• You understand how to establish and maintain strong partnerships between school and home ;
• You have a positive disposition and are solution focused;
• Your teaching fosters students' capacity to become independent, thoughtful learners in all grade levels;
• You are flexible, and adapt easily to collaborating with different teams;
• You are someone who students and colleagues want to be around and you communicate with clarity and kindness;
• You place a high value on concept-based learning, inquiry and learner agency, and you understand how to develop and implement effective developmentally-appropriate learning plans which reflect these values;
• You are able to use a range of strategies to assess learning for planning, monitoring and reporting purposes;
• You are confident and adaptable in using technology to facilitate teaching and learning in powerful ways.   

ESSENTIAL RESPONSIBILITIES 

Classroom Teaching:

• Teaching allocation of five classes in an eight block rotating schedule;
• Documenting curriculum and learning experiences on Toddle, our learning management system;
• Co-teaching with members of the Learning Support or EAL departments in at least on grade level;
• Homeroom and advisory lessons with an assigned homeroom partner and on an advisory curriculum focus team.

Department and Grade-Level Team Member:

• Attend co-planning, department, and grade-level meetings once per eight day cycle;
• Facilitate student onboarding, team-building, and community events;
• Participate in an Experiential Week trip with your assigned grade level.

Support of Students and Colleagues:

• Working with the Learning Support, EAL, and counseling teams to support for students by ensuring that access arrangements are supported in both classroom and exam settings;
• Working closely with students, parents, the VPs, Grade Leaders & Counselors to address and communicate student success and challenges;
• Follow the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

Other Responsibilities:

• Participation in Co-Curricular Activities program: one trimester in the first contract year and two each year after; 
• Supervision of two Personal Projects or Extended Essays per academic year;  
• Active engagement in AISB’s Professional Growth and Evaluation Program; 
• Other appropriate duties as assigned by the Secondary Principal or Core Leadership Team.

Other

AISB is committed to safeguarding and promoting the welfare of all students. All faculty and staff members are expected to share this commitment and adhere to the school’s Child Protection Policy. Appointment to this position is contingent upon satisfactory background checks and references.

Please note: AISB follows the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

POSITION OVERVIEW SUMMARY

AISB’s Secondary School seeks a highly qualified and dynamic MYP Math teacher. We are looking for an individual who has experience in the Middle Years Programme (MYP) who enjoys working across middle school grade levels.  The position will likely include teaching all three grade levels with one co-taught class.    

All full-time employees also have an advisory role that includes membership on a grade-level team; this position will include membership on a middle school grade-level team.  Advisory teachers support our social-emotional learning program by working with a partner to mentor a homeroom of students, delivering advisory curriculum as part of a focus team, and contributing to community building events.   

QUALIFICATIONS & SKILLS

Education & Certification

• Bachelor’s Degree from a University in a relevant discipline
• Valid and active teaching certification
• Master’s Degree in subject discipline or the field of education (preferred)

Experience

• Experience teaching middle school math (required)
• Experience with both the IB MYP in an international Secondary School environment (preferred)
• Experience working with, and differentiating for, EAL and LS students
• Experience delivering a pastoral / advisory program

Core Competencies

• Excellent interpersonal skills; the ability to work in a highly collaborative environment
• Excellent communication skills in English (oral and written)
• Skills and training for effective technology integration

KEY ATTRIBUTES 

• Your philosophy aligns closely with our Learning Principles;
• You are passionate about providing a safe, inclusive learning environment where children thrive;
• You actively build relationships and keep student learning at the heart of what you do;
• You understand how to establish and maintain strong partnerships between school and home ;
• You have a positive disposition and are solution focused;
• Your teaching fosters students' capacity to become independent, thoughtful learners in all grade levels;
• You are flexible, and adapt easily to collaborating with different teams;
• You are someone who students and colleagues want to be around and you communicate with clarity and kindness;
• You place a high value on concept-based learning, inquiry and learner agency, and you understand how to develop and implement effective developmentally-appropriate learning plans which reflect these values;
• You are able to use a range of strategies to assess learning for planning, monitoring and reporting purposes;
• You are confident and adaptable in using technology to facilitate teaching and learning in powerful ways.    

ESSENTIAL RESPONSIBILITIES 

Classroom Teaching:

• Teaching allocation of five classes in an eight block rotating schedule;
• Documenting curriculum and learning experiences on Toddle, our learning management system;
• Co-teaching with members of the Learning Support or EAL departments in at least on grade level;
• Homeroom and advisory lessons with an assigned homeroom partner and on an advisory curriculum focus team.

Department and Grade-Level Team Member:

• Attend co-planning, department, and grade-level meetings once per eight day cycle;
• Facilitate student onboarding, team-building, and community events;
• Participate in an Experiential Week trip with your assigned grade level.

Support of Students and Colleagues:

• Working with the Learning Support, EAL, and counseling teams to support for students by ensuring that access arrangements are supported in both classroom and exam settings;
• Working closely with students, parents, the VPs, Grade Leaders & Counselors to address and communicate student success and challenges;
• Follow the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

Other Responsibilities:

• Participation in Co-Curricular Activities program: one trimester in the first contract year and two each year after; 
• Supervision of two Personal Projects or Extended Essays per academic year;  
• Active engagement in AISB’s Professional Growth and Evaluation Program; 
• Other appropriate duties as assigned by the Secondary Principal or Core Leadership Team.

Other

AISB is committed to safeguarding and promoting the welfare of all students. All faculty and staff members are expected to share this commitment and adhere to the school’s Child Protection Policy. Appointment to this position is contingent upon satisfactory background checks and references.

Please note: AISB follows the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

POSITION OVERVIEW SUMMARY

AISB’s Secondary School seeks a highly qualified and dynamic MYP French teacher who is also able to teach the beginning phase levels of MYP Spanish. We are looking for an individual who has experience across MYP years who enjoys working across middle and high school grade levels.  The position will likely include teaching three different courses spread across both grade and phase levels.    

All full-time employees also have an advisory role that includes membership on a grade-level team; this position will include membership on either a middle or lower high school grade-level team.  Advisory teachers support our social-emotional learning program by working with a partner to mentor a homeroom of students, delivering advisory curriculum as part of a focus team, and contributing to community building events.     

QUALIFICATIONS & SKILLS

Education & Certification

• Bachelor’s Degree from a University in a relevant discipline
• Valid and active teaching certification
• Master’s Degree in subject discipline or the field of education (preferred)

Experience

• Experience teaching middle school French and Spanish (required)
• Experience with the IB MYP in an international Secondary School environment (preferred)
• Experience working with, and differentiating for, EAL and LS students
• Experience delivering a pastoral / advisory program

Core Competencies

• Excellent interpersonal skills; the ability to work in a highly collaborative environment
• Excellent communication skills in English (oral and written)
• Skills and training for effective technology integration

KEY ATTRIBUTES 

• Your philosophy aligns closely with our Learning Principles;
• You are passionate about providing a safe, inclusive learning environment where children thrive;
• You actively build relationships and keep student learning at the heart of what you do;
• You understand how to establish and maintain strong partnerships between school and home ;
• You have a positive disposition and are solution focused;
• Your teaching fosters students' capacity to become independent, thoughtful learners in all grade levels;
• You are flexible, and adapt easily to collaborating with different teams;
• You are someone who students and colleagues want to be around and you communicate with clarity and kindness;
• You place a high value on concept-based learning, inquiry and learner agency, and you understand how to develop and implement effective developmentally-appropriate learning plans which reflect these values;
• You are able to use a range of strategies to assess learning for planning, monitoring and reporting purposes;
• You are confident and adaptable in using technology to facilitate teaching and learning in powerful ways.    

ESSENTIAL RESPONSIBILITIES 

Classroom Teaching:

• Teaching allocation of five classes in an eight block rotating schedule;
• Documenting curriculum and learning experiences on Toddle, our learning management system;
• Co-teaching with members of the Learning Support or EAL departments in at least on grade level;
• Homeroom and advisory lessons with an assigned homeroom partner and on an advisory curriculum focus team.

Department and Grade-Level Team Member:

• Attend co-planning, department, and grade-level meetings once per eight day cycle;
• Facilitate student onboarding, team-building, and community events;
• Participate in an Experiential Week trip with your assigned grade level.

Support of Students and Colleagues:

• Working with the Learning Support, EAL, and counseling teams to support for students by ensuring that access arrangements are supported in both classroom and exam settings;
• Working closely with students, parents, the VPs, Grade Leaders & Counselors to address and communicate student success and challenges;
• Follow the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

Other Responsibilities:

• Participation in Co-Curricular Activities program: one trimester in the first contract year and two each year after; 
• Supervision of two Personal Projects or Extended Essays per academic year;  
• Active engagement in AISB’s Professional Growth and Evaluation Program; 
• Other appropriate duties as assigned by the Secondary Principal or Core Leadership Team.

Other

AISB is committed to safeguarding and promoting the welfare of all students. All faculty and staff members are expected to share this commitment and adhere to the school’s Child Protection Policy. Appointment to this position is contingent upon satisfactory background checks and references.

Please note: AISB follows the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

Apply for this position

Dr. Arnie Bieber, Senior Leadership Executive at International Schools Services (ISS) Leadership Search serves as the lead consultant for the American International School of Bucharest | Lower School Principal search. 

Interested candidates must apply through the ISS EDUrecruit portal ®. Once logged in, you will be prompted to submit the following confidential materials on or before September 21, 2026, | 11:59 pm EDT

• Cover letter expressing interest and qualifications for this position
• Current CV / Resume (please do not include your photo)
• Three confidential supervisory reference requests to your ISS EDUrecruit® profile from the last seven years, including one from your current post

Applicants are encouraged to apply as early as possible, as International Schools Services (ISS) and American International School of Bucharest (AISB) reserve the right to close the selection process at any time. If you require any assistance with the portal or have any questions, please contact execsearch@iss.edu.

Please see the ISS Leadership Search Position Announcement for more information and how to apply for this role: ISS Leadership Search - AISB - Lower School Principal

POSITION OVERVIEW SUMMARY

The American International School of Bucharest (AISB) seeks an inspiring, visionary, and collaborative educational leader to serve as its Lower School Principal. This pivotal role provides overarching leadership across two distinct but interconnected sections of the school: the Early Learning Center (ELC) and the Elementary School (ES), spanning from our youngest learners in EC2 (aged 2) through to Grade 5. Recognizing the unique developmental milestones within this broad age spectrum, each section is structurally supported by its own dedicated Vice Principal. As a vital member of the Core School Leadership Team, the Principal reports directly to the School Director and works in close partnership with the Secondary Principal and the Director of Teaching & Learning. The incoming leader will orchestrate a unified culture between ELC and ES, empower a highly talented faculty, and bring our bold Future Design Commitments to life across both sections. The Lower School Principal will help to create a learning environment where students and educators feel safe, valued, and empowered. Guided by the principles of agency and autonomy, the Principal will encourage voice, choice, and ownership in learning while thoughtfully shaping the use of space and time to create joyful, flexible, inclusive, and collaborative experiences. The role also carries a strong commitment to safeguarding and child protection, ensuring that policies and reporting protocols are consistently understood and followed. Above all, the Principal will model and embed the school’s student-authored mission—Think Fearlessly, Act with Kindness, Shape Tomorrow—in everyday leadership, decisions, and relationships across the Lower School.

• Division: Lower School: the Early Learning Center (ELC) and the Elementary School (ES)
• Reports to: AISB Director
• Start Date: August 2027
• Contract Length: 2 years initial contract

Duties & Responsibilities 

Instructional Leadership

• Provide transformative, visionary leadership that aligns the Early Learning Center’s and Elementary School’s daily practices with AISB’s core mission and vision. 
• Champion a concept and inquiry-based curriculum, ensuring the integrity and vibrant implementation of the IB Primary Years Programme (PYP). 
• Direct, mentor, and collaborate with the ELC Vice Principal and the Elementary School Vice Principal to ensure cohesive student support systems, robust daily operations, and unified growth. 
• Partner closely with the Director of Teaching & Learning to deepen a school-wide coaching and professional growth culture, utilizing the Professional Growth and Evaluation Program (PGEP) to empower faculty and elevate instructional practice. 
• Lead collaborative inquiry teams to analyze learning analytics and student growth data, utilizing these insights to target student variability, scaffold learning, and actively remove barriers for all learners. 2Position Overview 
• Partner with the Secondary School Principal to ensure smooth student and family transitions across school divisions, supporting academic, social-emotional, and pedagogical continuity.

Team Leadership & Operations

• Lead, mentor, and inspire a diverse, highly qualified, and dedicated Early Learning and Elementary faculty and staff, cultivating a professional climate anchored in psychological safety, collaboration, and high expectations. 
• Nurture a healthy, transparent culture of feedback, actively supporting collaborative teaching teams and utilizing reflective practices to promote professional accountability, trust, and continuous improvement. 
• Partner with the Student Support Services team and curriculum leadership to design, map, and implement inclusive learning pathways that accommodate learner variability and ensure continuity of support across grade levels. 
• Oversee the respective sectional budgets, resource allocation, and strategic scheduling to maximize student learning, optimize physical spaces, and protect valuable time for adult collaboration. 
• Partner with the School Director and People & Culture team to recruit and retain innovative, culturally responsive educators who inspire and engage young learners. 
• Manage Lower School operations, safety, and student support, ensuring alignment with school policies and international accreditation standards.

Community Engagement & Culture

• Be a visible and approachable advocate for students, actively engaging in the daily life of the Lower School from EC2 through Grade 5. 
• Communicate proactively, transparently, and empathetically with parents and the wider community; celebrate student learning and design meaningful parent education opportunities that bridge home and school. 
• Champion a strong culture of belonging by ensuring curriculum and community practices honor and celebrate the diverse cultures and perspectives represented across the school community.

Academic & Professional Qualifications

• A Master’s degree or equivalent in Educational Leadership, Early Childhood Education, Elementary Education, or a related field.

Skills, Experiences & Attributes

• A proven track record of successful classroom teaching followed by significant leadership experience such as Principal, Vice Principal, or Head of Section within an international or culturally diverse school setting. 
• Experience managing multi-layered leadership teams (including Vice Principals) is advantageous. 
• Deep pedagogical knowledge of inquiry-based learning frameworks, specifically the IB Primary Years Programme (PYP) and Early Childhood frameworks. Reggio Emilia alignment is a distinct advantage. 
• Demonstrated leadership in cultivating inclusive, equitable environments that respect neurodivergence, cultural identity, and diverse learning needs. 
• Warm, approachable, and emotionally intelligent, with a strong ability to build trust and meaningful relationships across a diverse community. 
• A strategic and systems-oriented thinker who can connect people, processes, and priorities effectively. 
• Deeply knowledgeable about child development, with expertise in the cognitive, social-emotional, and physical development of early childhood and elementary-aged students. 
• Creative and forward-thinking, with the confidence to take thoughtful risks that support student learning and strengthen the school.

Salary & Benefits

A multi-year, renewable contract will be offered, with an attractive European compensation and benefits package commensurate with the responsibilities of this significant leadership position and the qualifications and experience of the successful candidate. Specific details of the package will be discussed during the interview process.

Other

AISB is committed to safeguarding and promoting the welfare of all students. All faculty and staff members are expected to share this commitment and adhere to the school’s Child Protection Policy. Appointment to this position is contingent upon satisfactory background checks and references.

Please note: AISB follows the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

POSITION OVERVIEW SUMMARY

The American International School of Bucharest (AISB) seeks an inspiring, visionary, collaborative and dynamic educational leader to serve as the Elementary Vice Principal.  We are looking for an experienced leader who will work with students, faculty, parents, and leadership teams to actively champion and support students' social and emotional well-being. The Elementary VP is pivotal in supporting the student care process through a multi-tiered approach to promoting students' attendance, punctuality, behavior, academics and well-being working closely with teachers and counselors to support the Social-Emotional Learning program. The Elementary Vice Principal holds operational oversight for key systems which facilitate the smooth running of the Elementary School and the well-being of students.

As a vital member of the Elementary Leadership Team, the Elementary Vice Principal reports directly to the Lower School Principal and works in close partnership with the PYP Coordinator, the Student Support Coordinator and the other Vice Principals working across the School. The Elementary Vice Principal is a key member of the Lower School Leadership Team and the Learning Leadership Team.

QUALIFICATIONS & SKILLS

Education & Certification

It is expected that candidates for this position will be highly qualified educators, with: 

• A Degree and Teaching Certification 
• A Master’s degree or equivalent in Educational Leadership, Elementary Education, or a related field (preferred)

Experience

• A proven track record of successful classroom teaching followed by significant leadership experience that includes implementing social-emotional learning programs and leading pastoral care teams.
• Significant experience designing, implementing, and optimizing master schedules and operational systems to ensure seamless day-to-day operations across elementary school grade levels

Core Competencies

• Strong understanding of Multi-Tiered System of Supports (MTSS), Social Emotional Learning (SEL) and Restorative Practices;
• Skilled at partnering with multiple stakeholders to ensure shared understanding and smooth coordination of Elementary operations; 
• Proven ability to lead teams with empathy, clarity, and high expectations; 
• Strong communication skills, with confidence navigating courageous conversations and feedback; 
• Exceptional organizational skills, systems thinking and the ability to manage multiple priorities;

KEY ATTRIBUTES 

• Demonstrates a growth mindset while being proactive, collaborative, and decisive 
• Dedication to holding students, teachers, and parents to high expectations 
• Ability to foster and maintain positive relationships with all members of the community (students, staff and parents) 
•  Excellent communication and interpersonal skills 
• Experience in adult coaching/mentoring 
• Highly organized with systems thinking

ESSENTIAL RESPONSIBILITIES 

Educational Leadership 

• As a core member of the Elementary Leadership Team, support the implementation of the PYP curriculum framework, ensuring alignment with the school's mission. 
• Stay current with educational trends and research and IB program developments through professional learning.
• Collaborate with teachers and staff to enhance the quality of teaching and learning. 
• Partner with Learning Support and EAL teams to ensure MTSS interventions are coordinated and monitored across tiers.
• Champion identity-conscious and culturally responsive practice across curriculum, pastoral care, and community life.
• Provide instructional leadership and ensure social-emotional well-being is embedded across all curricula and pastoral learning. 
• Collaborate with the Elementary Leadership Team and other educational leaders to align pastoral care with the mission of the school. 
• Collaborate with the ELC and Secondary Vice Principals to ensure consistent systems and procedures across the School. 

Student Support 

• Take a leading role in creating a safe and positive learning environment for students. 
• Work with the counselors and designated safeguarding lead to support student safety and well-being. 
• Implement strategies to monitor and support students' social and emotional well-being within the PYP framework and in accordance with our Multi-Tiered System of Support. 
• Monitor, assess, and adjust the effectiveness of the elementary social-emotional learning program. 
• Work alongside Elementary Support Services teams to develop and implement programs and initiatives that grow students' social and emotional capacity as part of our Student Care and Response to Intervention programs. 
• Create, maintain and support opportunities for student leadership and agency. 
• Support the Co-Curricular Activities Team to ensure a successful and smooth program for students.

Supporting Positive Behaviors 

• Promote and integrate the school's values and the IB Learner Profile into the daily life of the school. 
• Take a lead in modeling and advancing responsible and respectful behavior. 
• Provide guidance and strategies to teachers for effective classroom management. 
• Maintain shared behavior management systems that emphasize restorative practices and conflict resolution. 
• Collaborate with teachers and counselors to address student behavioral issues and disciplinary matters in a supportive, solutions-focused manner. 
• Investigate and address serious disciplinary incidents, ensuring a fair, consistent process that is respectful of all parties involved. 

Operational Leadership

• In partnership with the Lower School Principal, manage the day-to-day operations, safety protocols, and behavioral and social-emotional needs across the Elementary School, ensuring compliance with school policies and international accreditation standards.
• Take the lead in scheduling, active supervision, student enrollment, assemblies and facilities management. 
• Maintain and monitor systems to support student attendance and minimise lateness. 
• Analyze attendance, behavior, and well-being data to identify trends and inform intervention planning
• Participate in budgeting and resource allocation decisions as needed.  
• Lead the transition process from KG to Grade 1 and support the Grade 5 to Grade 6 transition process.
• Manage assessments and recommendation requests for students transitioning out from AISB. 
• Support Grade Level Leaders and other trip organizers with risk assessments, planning documentation, staffing  and other practicalities of overnight residentials

Faculty Development 

• Lead and support professional development opportunities for faculty. 
• Mentor and grow the capacity of faculty and Learning Leaders across the Elementary School 
• Assist in the recruitment, evaluation and mentoring of faculty and staff 
• Contribute to Learning Walks to support effective teaching practices across the Elementary School.
• Provide professional development opportunities for teachers to enhance their understanding and  implementation of social-emotional learning practices. 

Parent and Community Engagement 

• Foster strong relationships with parents and the broader school community. 
• Organize and participate in parent-teacher conferences and educational events. 
• Facilitate Student Study Team meetings, Student Care meetings and parent meetings. 
• Support the onboarding and transition of new-to-school families throughout the year
• Organize and participate in parent education programs related to social emotional learning and upholding community agreements.

School Policies and Compliance 

• Ensure compliance with school policies, local educational regulations, and IB Standards & Practices. 
• Support the Principal in developing and updating school policies and procedures. 
• Lead the updating of policies and procedures related to student well-being. 
• Support the Elementary Leadership Team in the preparation for the accreditation visits (IB and NEASC)

Crisis Management 

• Assist in managing crises and emergencies within the school, working with the Principal to ensure the safety and well-being of students and faculty. 
• Play a key role in the Elementary School’s response team, ensuring that students and staff receive the necessary support during challenging situations. 

Other duties 

● Perform other duties as assigned by the Principal to support the overall functioning of the school.

CAMPUS AND LIFE IN BUCHAREST: 

AISB's home is a beautiful, purpose-built ten-hectare campus located in the green suburb of Voluntari, offering the perfect balance of space and proximity to central Bucharest. As a safe, vibrant, and cosmopolitan capital, Bucharest captivates expatriates with its historic charm, tree-lined avenues, and a booming, modern cultural scene. Expatriate educators at AISB enjoy a high quality of life. Bucharest remains one of the most affordable European capitals, allowing for good savings potential paired with a generous school benefits package, including comprehensive health care, flights, and an extensive housing subsidy. 

AISB At A Glance: 

• Enrollment: Close to 900 students from 60+ nationalities (Ages 2 to 18). Faculty & Staff: 280+ dedicated professionals, with over 63% of faculty holding advanced degrees. 
• Student-Teacher Ratio: An average student-to-teacher ratio of 6:1, allowing for genuinely personalized learning.  

GDPR & DATA PROTECTION DISCLAIMER 

By submitting an application for this position, you acknowledge and agree that the American International School of Bucharest (AISB) will process your personal data in compliance with the General Data Protection Regulation (GDPR) and the school’s personal data protection policies. Your data will be collected and processed solely for recruitment and selection purposes. Unsuccessful candidate documentation will be securely deleted or archived in accordance with legal retention periods unless explicit consent is provided for future opportunities.

Other

AISB is committed to safeguarding and promoting the welfare of all students. All faculty and staff members are expected to share this commitment and adhere to the school’s Child Protection Policy. Appointment to this position is contingent upon satisfactory background checks and references.

Please note: AISB follows the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

POSITION OVERVIEW SUMMARY

AISB’s Secondary School seeks a highly qualified and dynamic MYP English Language & Literature teacher. We are looking for an individual who has experience in the Middle Years Programme (MYP) who enjoys working across middle school grade levels.  The position will likely include teaching all three grade levels with one co-taught class.    

All full-time employees also have an advisory role that includes membership on a grade-level team; this position will include membership on a middle school grade-level team.  Advisory teachers support our social-emotional learning program by working with a partner to mentor a homeroom of students, delivering advisory curriculum as part of a focus team, and contributing to community building events.   

QUALIFICATIONS & SKILLS

Education & Certification

• Bachelor’s Degree from a University in a relevant discipline
• Valid and active teaching certification
• Master’s Degree in subject discipline or the field of education (preferred)

Experience

• Experience teaching middle school English (required)
• Experience with both the IB MYP in an international Secondary School environment (preferred)
• Experience working with, and differentiating for, EAL and LS students
• Experience delivering a pastoral / advisory program

Core Competencies

• Excellent interpersonal skills; the ability to work in a highly collaborative environment
• Excellent communication skills in English (oral and written)
• Skills and training for effective technology integration

KEY ATTRIBUTES 

• Your philosophy aligns closely with our Learning Principles;
• You are passionate about providing a safe, inclusive learning environment where children thrive;
• You actively build relationships and keep student learning at the heart of what you do;
• You understand how to establish and maintain strong partnerships between school and home ;
• You have a positive disposition and are solution focused;
• Your teaching fosters students' capacity to become independent, thoughtful learners in all grade levels;
• You are flexible, and adapt easily to collaborating with different teams;
• You are someone who students and colleagues want to be around and you communicate with clarity and kindness;
• You place a high value on concept-based learning, inquiry and learner agency, and you understand how to develop and implement effective developmentally-appropriate learning plans which reflect these values;
• You are able to use a range of strategies to assess learning for planning, monitoring and reporting purposes;
• You are confident and adaptable in using technology to facilitate teaching and learning in powerful ways.    

ESSENTIAL RESPONSIBILITIES 

Classroom Teaching:

• Teaching allocation of five classes in an eight block rotating schedule;
• Documenting curriculum and learning experiences on Toddle, our learning management system;
• Co-teaching with members of the Learning Support or EAL departments in at least on grade level;
• Homeroom and advisory lessons with an assigned homeroom partner and on an advisory curriculum focus team.

Department and Grade-Level Team Member:

• Attend co-planning, department, and grade-level meetings once per eight day cycle;
• Facilitate student onboarding, team-building, and community events;
• Participate in an Experiential Week trip with your assigned grade level.

Support of Students and Colleagues:

• Working with the Learning Support, EAL, and counseling teams to support for students by ensuring that access arrangements are supported in both classroom and exam settings;
• Working closely with students, parents, the VPs, Grade Leaders & Counselors to address and communicate student success and challenges;
• Follow the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.

Other Responsibilities:

• Participation in Co-Curricular Activities program: one trimester in the first contract year and two each year after; 
• Supervision of two Personal Projects or Extended Essays per academic year;  
• Active engagement in AISB’s Professional Growth and Evaluation Program; 
• Other appropriate duties as assigned by the Secondary Principal or Core Leadership Team.

Other

AISB is committed to safeguarding and promoting the welfare of all students. All faculty and staff members are expected to share this commitment and adhere to the school’s Child Protection Policy. Appointment to this position is contingent upon satisfactory background checks and references.

Please note: AISB follows the guidelines of the school’s protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.