Atlanta International School
Atlanta, GA
Grades K4 - 12. with 1,160 students

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Atlanta International School (AIS) is a private 3K - Grade 12 school located in the Buckhead neighborhood of Atlanta, Georgia. At AIS we teach the International Baccalaureate curriculum through five languages - Chinese, English, French, German and Spanish.  Our employees, students and their families represent countries and cultures from around the globe, speak dozens of languages, and place a high value on global citizenship and interconnectedness.  At Atlanta International School, our mission is clear and simple. We aim to develop courageous leaders who shape their world for the better.  Our core values are the joy of learning and purposeful effort and mutual respect and understanding in an intentionally inclusive and intercultural community.  We aspire to be a community of global learners equipped to explore their passions and address the challenges of complexity to create an intentionally inclusive, sustainable future for all.
Position Summary
The Principal of the Lower Primary School is responsible for the educational leadership and management of 5K - Grade 2 (approximately 250 students and 30 teaching staff), across our immersion, dual language immersion and language acquisition programs in Chinese, French, German, Spanish and English. The International Baccalaureate Program provides the curricular framework for all our Primary School students.  The Lower Primary Principal position requires an exceptional educational leader, with well-developed written and verbal communications skills, capacity to build strong relationships, and a willingness to engage at every level with our local community. The successful candidate will be able to navigate complex cultures, demonstrate an international mind-set and have the intercultural competence to lead across differences with true compassion. The successful candidate will bring a rich experience with national and international curricular frameworks, including the Primary Years Programme of the International Baccalaureate. Personal attributes expected include self-motivation, the ability to think both strategically and tactically, and the flexibility to successfully work within a diverse and demanding school environment.  The Lower Primary Principal deputizes for the Head of Primary School upon request, and may assume other school-wide responsibilities as determined annually by the Head of Primary School. The Lower Primary Principal is a member of the Primary School Leadership Team.  The salary and benefits for this role are competitive. Initial placement on the scale will be commensurate with the successful candidate’s qualifications and experience in alignment with the Principal’s Salary Scale.
Reports to: Head of Primary School
Department: Primary School
Guiding Principles
Supports and advances the mission, vision and strategic plan of the school.
Supports student learning and achievement through cooperative effort and best practices.
Supports and promotes the 3K-5 curriculum in line with the IB PYP.
Supports and advances language learning and intercultural education.
Essential Duties and Key Responsibility Areas
Instructional Leadership
  • Effectively develops, aligns and executes a plan of action for monitoring the curriculum and implementing the instructional and assessment strategies that result in student progress consistent with the mission and school-wide goals.
  • Ensures that the focus is on whole-child development and achievement.
  • Models and shares best practice approaches of teaching and learning, drawing on pedagogical research in line with the IB framework.
  • Facilitates the analysis of current achievement data as well as trends over time. Assists faculty teams in using data as a tool to improve student learning.
  • Collaboratively develops, implements and monitors improvement plans that result in reducing achievement gaps, improving academic growth and whole-child development.
  • Works with teachers to monitor student progress through analysis of multiple measures of data and applies research based educational strategies to meet student-learning needs. Works with the student of concern team (LP counselor and Learning Support Coordinator) monitoring Action Plans.
  • Ensures teachers use technology and other available resources safely for the successful implementation of effective  instructional strategies.
  • Monitors and evaluates the use of diagnostic, formative and summative assessments to guide instructional practice and provide timely and accurate feedback to students and parents.
  • Provides collaborative leadership for the design and implementation of effective and flexible schedules that protect and maximize instructional time.
  • In collaboration with curriculum coordinators and grade level leaders, facilitates professional learning and participates in professional development alongside teachers.
  • Supports teachers in their understanding and practice as co-teachers who must collaborate and share planning for the benefit of the student’s learning. Ensures fluid planning and learning across A and B days.
  • Leads the team to meet student-learning goals and keeps student learning at the center through use of: faculty meetings, grade level meetings, Pro D activities, planning with co-teacher during weekly meetings, and conferences.
  • Provides evidence that students are meeting measurable goals and communicates results to appropriate stakeholders.
  • Ensure articulation of policies and procedures across school sections and the whole school, with particular attention to the  4K/5K and Gr. 2-3 transitions.
School Climate
  • Develops and nurtures an internationally minded, balanced, academically rigorous, positive, safe school climate.
  • Uses their knowledge of the school community to cultivate a positive, engaging, and balanced learning environment.
  • Models and collaboratively promotes clear and appropriately rigorous expectations of: mutual respect, concern and empathy for students, staff, parents and school community.
  • Uses shared decision-making and collaboration (where appropriate) to build relationships with students, staff, families and the school community.
  • Models and encourages creativity and innovation by students, staff and school community to promote growth and change.
  • Works with all students, staff and school community in a way that empowers students to take responsibility for their own  growth and development.
  • Implements and monitors a safety plan that manages situations in a proactive, effective and timely manner.
  • Involves student, staff and the school community to create and sustain a positive safe and healthy living environment.
  • Implements and supports consistent behavior management strategies that are respectful and in line with Restorative Practices.
  • Listens and responds to the concerns of students, staff families and community members in a visible and approachable manner.
  • Respects and promotes the concept of the “whole child” and the appreciation of international mindedness.
  • Intentionally and explicitly promotes inter-cultural competency and works to develop a climate of equity, inclusion and diversity for the students and parents, faculty and staff of AIS.
Human Resource Leadership
  • Participates in the selection, orientation, assignment, development, evaluation and retention of quality instructional and support personnel.
  • Participates in the selection of highly effective staff, as requested.
  • Supports orientation and mentoring processes to assist all new personnel.
  • Makes appropriate recommendations relative to personnel assignment, retention, promotion and dismissal consistent with established policies and procedures.
  • Recognizes teacher and staff contributions and provides them with professional development opportunities and encourages leadership responsibilities.
  • Collects data about faculty and staff absences, tardy, missed meetings, extra responsibilities and effectively shares information with People and Culture (HR). Works alongside the lead administrative assistant to support classrooms during teacher absences.
  • Conducts the Professional Learning Profile (PLP) process for designated faculty and supports this process for all staff members.
  • Develops and meets personal, annual SMART Goals as part of the Professional Learning Profile (PLP) process.
  • Solicits feedback about personal effectiveness in role of Principal through student, teacher and/or parent surveys linked to the Principal’s performance standards and indicators.
Organizational Management
  • Supports, manages and oversees the organization operation and use of resources for his/her area of responsibility.
  • Demonstrates and communicates a working knowledge and understanding of and compliance with the school policies and  procedures.
  • Ensures that rules and procedures are in place and enforced to provide a safe, secure, efficient, and orderly learning environment.
  • Collaborates with facilities, health services, admissions, co-curricular programs, etc.. to ensure safety and  appropriateness of school setting.
  • Identifies and plans for organizationa,l operational, and resource related issues and resolves them in a timely consistent  and effective manner.
  • Ensures systems and structures are in place and used to support efficiency, consistency and clarity in his/her area of responsibility.
  • Assists the Head of Primary in developing and implementing the budget in accordance with the strategic plan.
  • Assists in the implementation of calendars, duty rosters, substitute teacher rosters, etc… as assigned.
  • Assists in keeping school communications (website, handbooks and policies, etc…) current.
  • Collaborates to coordinate special events (UN day, Thanksgiving, etc..)
  • Works with the admissions team to attract potential new students and screen them.
Communication and Community Relationship
  • Effectively communicates and collaborates, engaging stakeholders to promote understanding, support and continuous improvement of the school’s programs and services aligned with the school’s mission.
  • Maintains high visibility and accessibility to students, faculty and staff, families and community.
  • Solicits input to promote effective decision-making, communication and positive relationships.
  • Communicates in a timely manner (acknowledgement within 24 hours) via telephone, email and in person.
  • Speaks and writes in a clear, effective and appropriate manner.
  • Advocates for students and student learning.
  • Ensures the communication of pertinent information to the Head of the Primary school in a timely manner and maintains confidentiality.
  • Promotes effective school-family relationships.
  • Communicates expectations to students, parents and teachers.
  • Leads difficult conversations and shows strong skills in conflict management.
  • Participates in school functions, parent meetings and other such occasions as necessary.
  • Monitors teacher updates and professional online presence to ensure consistency, appropriateness and relevance of communication.
  • Demonstrates behavior consistent with the legal, ethical and professional standards, engages in continuous professional development and contributes to the profession.
  • Works within ethical, legal and professional guidelines and adheres to and models the school’s core values.
  • Models professional behavior daily, both in and out of school (ex: confidentiality. attitude, appearance and demeanor, use of social media, drug and alcohol use, etc…).
  • Contributes to, enhances and supports the development of the profession through service to the educational community (accreditation teams, inter school committees, presenter & researcher).
  • Participates in professional growth opportunities and applies knowledge and skills to positively improve school effectiveness.
Additional Skills and Requirements
It is expected that candidates for this position will be highly qualified educators able to lead a faculty in order to facilitate a community learning environment and IB learning outcomes for our Lower Primary School students. Characteristics of the ideal person for this position would include:
  • Strong technology skills
  • Extensive experience with primary curriculum and programs
  • Successful teaching experience with the IB PYP or equivalent inquiry/trans-disciplinary curricular frameworks and practices
  • Demonstrated leadership roles in a Primary School Setting
  • Master’s Degree or higher degree preferred
  • International teaching and/or administrative experience preferred
  • Proficiency in a second language preferred
Atlanta International School is using a competency based approach to recruit for this position. All information is held confidentially by the school, its recruitment agent and its employees. All employees who are formally engaged in the recruitment process will have received unconscious bias in hiring training and our aim is to treat each candidate equitably and preserve the fidelity and integrity of our process in alignment with our mission and core values.

Already an active candidate? Contact your counselor!

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