Primary School PYP PE Teacher - Bilingual English with German or French

ABOUT OUR SCHOOL

Atlanta International School (AIS) unites students, educators, and families from Atlanta and around the world with a shared mission: to develop courageous leaders who shape their world for the better.

Our community represents 90 nationalities and over 60 languages. Starting in August 2025, AIS’s Upper School will span two campuses: the Buckhead Campus for Grades 3K-12 day students and the Sandy Springs Campus for Grades 9-12 day and boarding students.

This dynamic, inclusive environment gives AIS its unique energy—a place where students, educators, and families thrive, innovate, and belong. As an International Baccalaureate (IB) continuum school from 3K to Grade 12, we offer the PYP, MYP, DP, and CP, with additional flexibility through AISx. This unique program is tailored for pre-professional students in athletics, entertainment, entrepreneurship, and more. AISx partners with Mouratoglou Tennis Academy and the Atlanta United Youth Team and holds Athlete Friendly Educational Center (AFEC) accreditation.

Our engaging and comprehensive academic programs develop internationally minded, critical thinkers who excel at connecting complex knowledge to create innovative solutions. At AIS, students experience a world‑class education within a diverse, multicultural, and multilingual community that prepares them for meaningful, global impact.

Primary School PE Teachers collaborate within their PE single‑subject team and with classroom teachers to plan, implement, and assess learning, contributing to a successful Primary Years Programme (PYP), emphasizing transdisciplinary learning through the lens of inquiry. Teachers foster an intentionally inclusive atmosphere where all students feel a sense of belonging.

Position Status: 10‑month employee

AIS Position Status:
Teacher

Hours per week: 40 hours (Full‑time)

FLSA:
Exempt

Reports to:

Head of Primary School

Start Date:

August 1, 2026

Final date to receive applications:
January 30. Applications will be reviewed on a rolling basis.

• Cultivate relationships with students and build a positive classroom environment
  • Foster a restorative approach to community‑building, creating a sense of belonging where students feel valued, respected, and engaged in relevant, real‑world learning.
• Establish a proactive, supportive classroom culture with clear and consistent routines
  • Develop, model, and practice classroom expectations that reinforce respectful behaviors using restorative practices to build independence with thinking and learning.
• Develop an intentionally inclusive and safe learning environment where all voices are seen, heard, and valued
  • Value students’ linguistic, cultural, racial, and ethnic identities, fostering a supportive classroom culture and collaborating with parents, administrators, and counselors to ensure their safety and well‑being.
• Foster a dynamic and joyful learning environment by designing engaging inquiry‑based lessons
  • Inspire a love of learning while promoting critical thinking and curiosity through engaging, hands‑on activities that support students in developing PSPE concepts and skills.
• Demonstrate knowledge of best practices for PE teaching
  • Teach students at various physical proficiencies, ensuring all students are given the opportunities to experience a broad range of PE experiences.
• Differentiate instruction for learner variability (scaffolding)
  • Design data‑informed lessons that challenge each student within their zone of proximal development, providing multiple means of representation, expression, and engagement to support students’ individual learning profiles.
• Collaborate with colleagues
  • Work closely with colleagues in your department to plan and deliver inquiry‑based lessons that provide all students with equitable access to PE across the Primary School.
  • Collaborate with teachers on the transdisciplinary connection where PE is developing or supporting a unit within the programme of inquiry, preparing for or following on from a unit within the programme of inquiry, or an independent PE inquiry.
• Implement effective assessment & data use practices
  • Differentiate assessments for equitable access and use learning data to…