Primary School PYP Music Teacher (bilingual)
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.
JOB PURPOSE
Primary School Music Teachers collaborate within their music 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, 2025
Application Deadline: applications will be reviewed on a rolling basis
RESPONSIBILITIES
- 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 both responding to and creating Music.
- Demonstrate knowledge of best practices for Music teaching
- Teach students at various musical proficiencies, ensuring all students are given the opportunities to opportunities to respond to and create across a broad range of music 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 Music across the Primary School.
- Collaborate with teachers the transdisciplinary connection where music will be developing or supporting a unit within the programme of inquiry, preparing for or following on from a unit within the programme of inquiry or independent music inquiry.
- Implement effective assessment & data use practices
- Differentiate assessments for equitable access and use learning data to design responsive instruction, monitoring progress at the class, small group, and individual levels.
- Communicate with diverse cultural & linguistic groups
- Communicate effectively across diverse cultural and linguistic backgrounds with students, families, and colleagues, integrating culturally responsive strategies to address learning needs, perspectives, and experiences.
- Demonstrate a flexible mindset
- Collaborate with colleagues, support staff, and administrators to adjust instructional practices, while remaining open to new approaches and feedback.
REQUIREMENTS
- Working knowledge and understanding of the Kodaly, Orff, and Dalcroze Pedagogies and their intersectionality.
- Proficient Piano Skills
- Strong vocal modeling skills.
- Relevant Bachelor’s degree or equivalent.
- Minimum 3 years of teaching experience as a Primary School Music Education
- Proficiency in English is required, with additional advanced proficiency in Chinese, French, German or Spanish.
- Successful experience in an inquiry-based, transdisciplinary, or IB PYP environment is preferred, though strong applicants with experience in other curricula are also encouraged to apply.
- Enthusiastic about teaching within a multicultural and multilingual environment. Flexibility of approach and a collaborative style are essential.
- A commitment to equity and inclusion, inquiry and experiential-based pedagogy is essential alongside a willingness to adapt and develop pedagogy to meet the needs of our learners.
- An understanding of the principles of second language acquisition.
- Excellent interpersonal, organizational, communication, and collaborative skills
- Knowledgeable and experienced in second language acquisition (SLA) approaches and classroom application.
- Experience with Restorative Practices and/or Responsive Classroom.
- Experience or training in Primary Years Programme (PYP) schools is preferred
KEY ROLE COMPETENCIES
- Builds Relationships and Rapport
- Creative and critical thinker
- Reflective
- Strong communication and organizational skills
- Self-motivated learner
- Open-minded
- Collaborative
- Cultural competence
TO BE CONSIDERED
To be considered for the above-mentioned position, please submit the following items through our online career site https://www.aischool.org/our-school/careers: a letter of interest, resume, and email and phone contact information for three professional references with at least one being supervisory in nature by the stipulated deadline. Incomplete applications will not be reviewed. We will contact those applicants whose skills and experience best match our needs. Due to the high volume of applications, we regret that we are not able to take or return phone calls regarding employment.
EEO
AIS is an equal opportunity employer. We are a diverse community of professionals that broadly reflects the people of the metropolitan Atlanta area and the United States at large. We aim to align our hiring process with our mission and institutional goals. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, religion or religious practices, sex, gender identity or expression, sexual orientation, citizenship status, national origin, age, ability status, military status, unemployment status or any other category protected by applicable local, state, or federal laws. AIS takes affirmative action in support of its policy to employ and advance all qualified candidates.