Upper Elementary Teacher (2026-2027)

Upper Elementary Teacher (2026-2027)

WBAIS and Israel

Established under the auspices of the American Embassy in 1958 The Walworth Barbour American International School in Israel (WBAIS) is a MSA accredited fully independent co-educational Pre-K - 12 international school which offers a robust program leading to a US high school diploma.

With a present enrollment of approximately 700 students representing over 40 nationalities WBAIS Israel is a diverse and vibrant community. Approximately 30% of WBAIS students are American 40% from countries all over the world and 30% Israeli.

In 2008 WBAIS moved to its current 19-acre campus that opened in 2007 and is located in the town of Even Yehuda a residential community approximately 20 kilometers north of Tel Aviv. The purpose-built campus includes four separate divisions a performing arts building with a 400-seat auditorium full gym cafeteria library and media center athletic fields tennis and basketball courts and an olympic-sized pool.

Position Objectives

The grade-level teacher is responsible for creating a flexible elementary classroom that promotes learning and personal growth. He/she establishes an effective rapport with students and develops positive relationships with parents and other staff members. The grade-level teacher motivates students to develop skills attitudes and knowledge as well as to develop understanding. He/she incorporates AIS curriculum into the daily schedule and works collaboratively with peers to develop an effective grade-level team. The grade level teacher will also collaborate with the learning support teachers co-teach with EAL teachers and other specialist members to plan integrated units and activities discuss student learning analyze and moderate student work and promote the educational needs of students. The grade-level teacher will have a strong understanding of best practices particularly in literacy and numeracy instruction and be familiar with using a workshop approach within a classroom context. Familiarity with the schools philosophy and mission statement is essential.

Essential Responsibilities

(Other duties may be assigned by the divisional principal)

PLANNING & PREPARATION

• Integrates current best practices research and education laws/practices into the education to provide the most effective educational program
• Demonstrates knowledge and understanding of intellectual social and emotional characteristics of the age group; students varied approaches to learning; student skills and knowledge; student interests and cultural heritage; economic and cultural influences; students family school and community context.
• Expertise in building an active collaborative inquiry-driven classroom that encourages problem-solving critical thinking skills and which develops a sense of classroom community and trust with previous teaching experience and strong knowledge in the area of Balanced Literacy; Readers and Writers Workshop.

LEARNING ENVIRONMENT

• Designs and adapts learning experiences that meet the needs of all students including neurodiverse students recognizing and honoring a wide range of learning profiles strengths and challenges.
• Differentiates instruction materials and expectations to ensure access and success for students with varying academic social emotional and behavioral needs.
• Implements evidence-based strategies that support students with attention processing sensory executive functioning or social-communication differences.
• Collaborates with learning support staff to develop monitor and adjust accommodations and interventions that help students engage fully in the classroom environment.
• Demonstrates flexibility and responsiveness in instructional practice adjusting pacing grouping and support to ensure all learners can thrive.

INSTRUCTION

• Effectively provides academic instruction and other direct services to assigned students individually and in small or large groups using Universal Design for Learning principles to ensure multiple means of engagement representation and expression.
  
• Designs and implements classroom activities and educational materials that are accessible responsive and appropriately challenging for all learners engaging students meaningfully and maximizing comprehension of lesson goals.
• Uses ongoing data both formal and informal assessments observations and student work to monitor progress and evaluate the effectiveness of instructional strategies groupings materials and learning tasks.
• Accurately assessing the effectiveness of classroom services (including learning activities instructional groupings lesson plans educational materials curricula assessments teaching strategies and the like) to make sure instructional goals of assigned students are being met; and persistently seeks thoughtful alternative approaches/resources to improve student learning.
• Adjusts instruction based on data and student needs and continually seeks thoughtful alternative approaches evidence-based resources and differentiated methods to improve learning outcomes for all assigned students.
• Implements appropriate classroom activities/educational materials to effectively engage students in learning and to maximize student comprehension of the lesson;
  

OTHER PROFESSIONAL RESPONSIBILITIES

• Communicates/collaborates effectively with parents to keep families informed of the instructional programs and individual student progress and effectively engages families to help meet the educational needs of the student. Means of communication may include conferences phone conversations emails and quarterly/mid-year reports.
• Works effectively cooperatively and respectfully with supervisors colleagues and subordinates. Implements strategies such as collaborative teaming conflict resolution and mediation strategies to facilitate team decisions around student programs.
• Actively participates in school events workshops in-service meetings building-level staff meetings and other school committees/projects.
• Responsible for ongoing professional growth activities as outlined in ones own individual Professional Growth Plan consistent with AIS goals and school action/strategic plans and as directed by the School Principal/Curriculum Coordinators or Professional Growth Committee.
• Keeps abreast of current best practices and research.
• Shows professionalism and considers Whats best for students in serving and advocating for students and in decision-making.
• Follows and assists in upholding and enforcing school rules administrative regulations and procedures and school policies.

Qualifications

To perform this job successfully an individual must be able to perform each essential duty satisfactorily in addition to the following:

• Education and Experience. Elementary teaching degree plus 2 years of relevant experience preferred (or a combination of education and experience from which comparable knowledge and skills are acquired). International Experience is preferred. Preference will be given to individuals with formal special education training and/or special education teaching experience.
• Certifications and Licenses. Valid university certification.
• Language Skills. Ability to read analyze and interpret common educational and technical journals periodicals and procedures and special education regulations. Ability to respond to common inquiries or complaints from parents or members of the community. Ability to write reports. Ability to effectively present information and respond to questions from administrators parents colleagues board members and members of the community.
• Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement bands of confidence standard scores and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written oral diagram or schedule form.
• Computer Skills and Experience. Good basic computer skills and experience with word processing programs are required. Other competencies in using smart boards iPads MacBooks SeeSaw and the G-Suite for Education.
• Knowledge and experience with a variety of adaptive equipment and software.
• Communication & Interpersonal Skills. Ability to effectively efficiently and regularly communicate and work cooperatively with a variety of individuals including students colleagues subordinates supervisors parents and outside professionals. Ability to effectively resolve conflicts and handle stress.
• Co-Teaching Experience. Elementary teachers co-teach and work directly with EAL (English as an Additional Language) and learning support teachers in a variety of collaborative ways in all subject areas.

Position Expectations

General faculty expectations:

• Implement the schools mission statement;
• Effectively model and encourage multicultural awareness tolerance and understanding following the WBAIS Profile of a Learner;
• Work effectively with a varied student population (EAL students students with learning challenges);
• Demonstrate knowledge of and capacity to develop and work with a standards-based curriculum;
• Utilize accurate and up-to-date knowledge of the grade level curriculum and subject matter applying current educational research and training;
• Design effective lessons with teaching strategies that meet student needs and abilities;
• Demonstrate effective classroom management skills and strategies that encourage student self-discipline;
• Effectively monitor student work with timely and meaningful feedback modifying goals and strategies as needed;
• Employ technology (computers video telecommunication etc.) as appropriate to enhance instruction;
• Promote a positive relationship with others sharing ideas materials experiences and expertise;
• Participate in peer coaching and other instructional improvement programs;
• Demonstrate a commitment to professional development both during the school year and during off-school months as needed;
• Support school-wide projects such as student activities staff development and community efforts and events.

Child Protection

WBAIS is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Aligned with the recommendations of the International Task Force on Child Protection we hold ourselves to a high standard of effective recruiting practices with specific attention to child protection.

Position Details

Please note WBAIS does not sponsor B1 visas. As such only applicants with valid work permits in Israel or those eligible for SOFA visa status (U.S. citizens) may be considered for employment.

Reports to: Elementary Principal

Job Capacity: 100%

Start Date: Estimated start would be the end of July 2026

Contact Information

Apply @:

WBAIS Website:

Fax:

Address: 65 Hashomron St. Even Yehuda

Required Experience:

Manager