Is AISL the right fit for me?

Only you can answer this question. We have attempted to capture the spirit, the expectations and the daily reality of working at AISL and living in Lusaka. If what you read reflects your values and beliefs as a professional educator and a person, then we would love to speak with you about the value you could add to the experience of AISL students.

Living in Zambia

Current Vacancies

Scroll to the bottom of this page for instructions of how to apply.

Teaching Faculty:​

Secondary Choir (Maternity Leave through October 2023)
We are looking for an engaged, dedicated, musically-inclined and flexible teacher to fill the Choir Teacher position beginning in May 2023 and continuing through October 2023. The ideal candidate has teaching experience, experience working with Secondary age students, and experience teaching vocal music.

If you are interested, please send your CV to Dr. Rick Odum, Secondary Principal at rodum@aislusaka.org

​Administrative Staff:​

• ​​No vacancies at this time

​Making the Right Professional Decision

​Making a change in career, school and home is a critical decision for you and, if you have a partner and/or children, your family. Since AISL considers faculty to be our most valuable asset, this decision is critical for our school as well. There are many quality international schools and communities around the world, and there are also many talented and dedicated international educators. Consequently, the issue is not about finding a good school as much as it is about finding the right school that offers a vision, program and professional learning community that is aligned with your educational beliefs and values. 

Working at AISL

What Makes AISL so special?

What does learning look at AISL

Professional Learning

Working at AISL

AISL seeks qualified teachers who are deeply committed to the philosophy of inclusion and to meeting the educational needs of all students. Passion about education (your students and your own) is a must. Experience working with the International Baccalaureate at other international schools is desirable.  

​​At AISL, we strive to develop a professional learning community characterized by:

• Shared Norms and Values
• A Focus on Student Learning
• Reflective Dialogue; and
• Collaboration

Consequently, we all

• keep current on child development, learning theory and best practice in education and classroom teaching;
• implement a range of interconnected approaches to teaching and learning that include:  

• • Differentiated instruction
  • Technology integration
  • Assessment for learning
  • Backwards design; and
  • Examining and moderating student work
• commit to developing a partnership with parents to help our students achieve their potential;
• take on leadership roles and share expertise whenever possible; and
• share a commitment to the environment by reducing, reusing and recycling.

Benefit package

AISL offers a competitive salary and benefit package. Benefits for overseas hired teachers include:

• International medical insurance, including a preventiative provision and dental insurance
• Annual home leave flights at the end of a contract
• Housing and utilities
• Tuition for up to two dependent children

What Makes AISL so special?

AISL is a close-knit school community committed to our vision of helping every student thrive. Our highly-qualified multinational faculty strives to realize this vision daily by challenging students intellectually while supporting their physical, social, and emotional well-being. ​

• The United States Embassy established AISL in 1986.
• AISL is truly an international school serving over 400 students, age 3-19, representing multiple nationalities.
• The AISL faculty is made up of 16 nationalities and is deeply committed to helping students become responsible world citizens.
• AISL is accredited by two school accreditation organizations- The Council of International Schools (CIS) and The Middle States Association of Colleges and Schools (MSA).
• AISL is an IB World School and is authorized to administer the Primary Years Programme (Early Learning Center to Grade 5), the Middle Years Programme (Grades 6-10) and the IB Diploma Programme (Grades 11 and 12)

• AISL students have an opportunity to earn an American High School Diploma and an International Baccalaureate Diploma.
• AISL was the first school in Africa to implement a one-to-one iPad Program.
• AISL is deeply committed to the philosophy of inclusion and offers a Student Services Program that includes Learning Support, English as an Additional Language, Counselling and Instructional Coaching.
• AISL focuses on supporting the development of the whole child and offers a robust cocurricular program consisting of sport, visual and performing arts and community service.
• AISL has a strong tradition of establishing mutually beneficial partnerships with Zambian schools and social service organizations in an effort to make a positive difference in the local community.
• AISL has a robust professional development budget that supports visiting presenters and workshop leaders, the hosting of IB workshops, on-line coursework, attendance at conferences that support school wide priorities, and attendance at IB PYP, IB MYP, and IB DP workshops.
• AISL is a leading member of the Association of International Schools in Africa (AISA). This association provides AISL faculty members with quality professional development opportunities while promoting connections among schools located in Zambia and sub-saharan Africa.

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What does learning look at AISL

Our Teachers:

• address topics in depth helping students to develop deep understandings that go beyond the acquisitions of just knowledge and skills;
• help students establish connections between what they are learning and their own life experiences;
• establish and maintain appropriately high standards while helping students achieve their academic and personal potential;
• treat all students equitably, fairly and respectfully;
• share their own interests and passion for learning with students;
• differentiate instruction to meet the needs of a diverse group of learners;
• use thinking routines, questioning techniques, wait time and feedback to encourage learners to think more deeply about their learning;
• use formative assessments to check for understanding and to determine student learning needs;
• design and use criterion-based summative assessments to collect evidence of student learning and understanding.
• provide regular and meaningful feedback to parents and students about student’s effort, progress and achievement;
• use student learning results and assessment data to inform instruction;
• utilize technology tools to help students locate information, acquire skills and demonstrate understanding;
• inform students of learning goals, essential questions, and assessment criteria for a task, unit and/or course;
• contribute to the life of the school by leading meaningful and engaging learning experiences (field trips, sports trips, community service, the arts) beyond the classroom; and
• show a commitment to continuous improvement and to their own professional growth and development.

Vertical Divider

​Our Students:

• engage in meaningful experiences (sports, community service and the virtual/performing arts) beyond the four walls of the classroom; 
  
• can describe learning goals, essential questions, and assessment criteria for a task, unit and/or course;
• can explain what they are learning, why they are learning it and how they can apply what they are learning beyond the four walls of the classroom,
• have opportunities to generate their own questions, share their ideas and perspectives, and develop solutions to address problems;
• use established criteria/rubrics to guide and revise their work and as a basis for self and peer assessment;
• work together in collaboration, making meaningful contributions to the work of the group and sharing responsibility for outcomes;
• utilize a variety of technologies to locate information, acquire skills and demonstrate understanding and,
• are assessed and evaluated for effort as well as for achievement.

Professional Learning

At AISL, we believe that our faculty, teaching assistants, and administration are our most important resources. Consequently, AISL is committed to supporting the professional growth and development of members of faculty and administration to support continuous improvement of professional performance and school operations. Improvements in these areas will enhance student learning and experience which is the ultimate goal. 

Characteristics of Professional Development at AISL
Effective professional development results in new learning, evident in changed behavior, which is gained by opportunities to become aware, observe, practice, reflect, and refine. More specifically, effective professional development supported by AISL

• focuses on individual, collegial, and organizational improvement;
• Respects and nurtures the intellectual and leadership capacities of members of faculty and administration;
• reflects best available practices in teaching, learning, assessment, and management and leadership;
• enables faculty members to develop further expertise in subject content, teaching strategies, uses of technologies, and other essential elements in teaching to high standards;
• enables to members of the administration to further develop expertise in management, leadership, and school operations;
• is evaluated ultimately on the basis of impact on student learning, teacher effectiveness, and school operations.

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AISL Professional Development Committee
AISL has established a Professional Development Committee that represents the interests and needs of faculty and administration along with educational programming needs and requirements. The membership of the AISL Professional Development Committee consists of the following:

• Director
• Primary Principal
• Secondary Principal
• Primary Assistant Principal
• Secondary Assistant Principal
• MYP Coordinator
• DP Coordinator

This Committee will establish an annual professional development plan at the beginning of each school year. The plan will reflect the annual school priorities, the strategic plan, survey feedback from the preceding year, and IB program requirements.​
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Professional Development Funding Criteria
Below are the criteria that the AISL Professional Development Committee uses to evaluate and support professional development opportunities:

• Alignment with school wide priorities
• IB requirements (PYP, MYP, IB Dip)
• Equity / Previous funding from AISL (individual applications)
• Benefit to colleagues/school
• Alignment with SMART goal
• Cost
• Funds available

Applying 

If what you read sparks your interest in AISL and reflects your values and beliefs as an educator, please feel free to apply for a position for which you are qualified by sending the following to hr@aislusaka.org:

• A letter of interest
• A 1-2 page philosophy of teaching and learning
• A 1-2 page cv
• Contact details for three referees, one of which should be from your current supervisor

The American International School of Lusaka takes child protection/safeguarding very seriously. To ensure the safety of everyone on campus, all staff members will be subject to rigorous criminal background checks, reference checks, and personal interviews.