Upper Elementary Teacher (2026-2027)

Privacy Policy

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 school's 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; student's 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; Reader’s and Writer’s 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 one’s 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 "What's 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 school's 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 @: https://www.wbais.net/admissions/employment

Email: [email protected]

WBAIS Website: https://www.wbais.net/

Phone: +972-9-890-1000

Fax: +972-9-890-1001

Address: 65 Hashomron St., Even Yehuda, 4051765