Position Title: Learning Strategies Manager Reports to: Senior Operations Director, CFEL Learning Strategies department roles and assigned support educators, where applicable.

Competitive Salary: $80,000-116,000 ~ Health and Wellbeing Perks: Co-paid Health, and Dental Benefits including a HCSA (Health Care Spending Account), and an Employee Family Assistance Program, along with access to wellness programs, ensuring that you and your family are well cared for. ~ Vacation: 2 weeks of Vacation and 13 Wellness Days ~ Take advantage of our professional development programs, including training, certifications, annual learning conference and tuition reimbursement. ~ Hours of Work: Monday – Friday must be available within the hours of 7:00am - 6:00pm Multi site role supporting all Centres for Early Learning locations – 10 across the GTHA Centres for Early Learning is a leader in early childhood education, dedicated to enriching the lives of children and families for nearly 50 years. Fully licensed by the Ministry of Children and Youth Services and Toronto Children's Services, our organization operates ten childcare centres serving communities in Toronto and Halton region.

We offer programs for infants to children up to 12 years of age, providing a safe, inclusive, and stimulating environment where learning and development thrive. Our purpose is to inspire smiles by building experiences and shaping communities. Through our collaborative approach, we work closely with families, educators, and communities to deliver high-quality care and education that fosters growth, curiosity, and lifelonglearning.

The Learning Strategies

Manager is responsible for leading the Learning Strategies department and strengthening CFEL's network wide approach to inclusion, positive guidance, early intervention, educator capacity building and child specific support planning. Reporting to the Senior Operations Director, CFEL, this role provides strategic and operational leadership to ensure each location has trained educators who can support children with a wide range of developmental, social, emotional, behavioural, communication, self-regulation and learning needs. This role is responsible for building consistent practices across all centres, coaching educators and leaders, developing practical support tools, partnering with families and external agencies, and ensuring that individualized strategies are implemented in a way that is respectful, relationship based, inclusive and aligned with current early years pedagogy.

Children with additional support needs are meaningfully included in daily routines, learning experiences and peer interactions across all CFEL locations. Centre leaders and educators demonstrate greater confidence and consistency when supporting children with complex needs, escalating behaviours or emerging concerns.

The Learning

Strategies department operates with clear priorities, tools, training, role clarity, communication rhythms and measurable outcomes. Inspection results, AQI outcomes and internal quality reviews demonstrate strong implementation of inclusive practices, positive guidance and documentation expectations. Families also experience a cooperative, respectful and solutionsfocused approach when their child requires additional support.

Diploma or degree in Early Childhood Education from a recognized Ontario post-secondary institution,



or an equivalent qualification recognized by the College of Early Childhood Educators. Registered member of the College of Early Childhood Educators in good standing is preferred or required where the role is designated as an RECE position. Additional education or certification in resource consulting, inclusion, child development, behaviour support, early intervention, special education, Applied Behaviour Analysis, mental health, adult education or leadership is considered an asset.

Minimum 3-5 years of progressive experience in licensed childcare, early years, inclusion support, resource consulting, child development, behaviour support or a related field.

Experience coaching educators, supporting families, facilitating meetings, developing support plans and working collaboratively with external agencies. Leadership experience, including department coordination, training delivery, process development, data tracking or multi-site support, is considered an asset. Available to work within centre operating hours and adjust schedule based on operational needs, family meetings, centre visits and urgent support needs.

Medical documentation required in accordance with CCEYA regulations and internal policies. Ability to travel regularly across all CFEL locations.

Department

Leadership and Network Support Lead the Learning Strategies department, including planning, priorities, communication, tools, resources, training and ongoing support to all centres. Work closely with the Senior Operations Director, Centre Directors and centre leadership teams to identify trends, risks and resource needs. Provide regular updates on department priorities, children requiring enhanced support, training needs, service gaps and emerging trends.

Inclusion, Positive Guidance and Child Specific Support Planning Support children with varying strengths and needs, including developmental, social, emotional, behavioural, communication, sensory and self-regulation needs. Observe children in the program environment and use documented evidence to identify triggers, patterns, skills, environmental considerations and responsive strategies. Support the development of plans that include proactive strategies, environmental adjustments, communication supports, transition supports, emotional regulation strategies and consistent educator responses.

Educator

Training and Capacity Building Design, deliver and evaluate training for educators and leaders on inclusion, positive guidance, observation, documentation, self-regulation, child development and individualized support planning. Ensure each location has educators who are trained and confident in implementing support strategies for children with a range of needs. Model strategies in classrooms and provide side by side coaching, feedback and follow up to strengthen educator practice.

Support centres in moving from reactive responses to proactive planning, prevention, relationship building and consistent implementation. Family, Centre and Community Partnerships Facilitate respectful and collaborative communication with families when additional support,



planning or external referrals may be required. Build and maintain relationships with external resources, consultants, school boards, community agencies, inclusion supports and municipal partners.

Support families and centres in navigating referrals, service pathways, transition planning and shared communication between partners. Ensure family input is reflected in support planning and that communication remains professional, factual and focused on the best interests of the child. Compliance, Quality and Continuous Improvement Ensure Learning Strategies practices are aligned with the Child Care and Early Years Act, 2014, Ontario Regulation 137/15, How Does Learning Happen?

ELECT, AQI, municipal quality expectations and CFEL policies and procedures. Support centres in preparing for inspections, quality reviews and internal audits where inclusion, guidance, documentation or individualized plans are reviewed. Use incident trends, serious occurrence trends, classroom observations, family feedback and educator feedback to identify risk areas and improvement opportunities.

Recommend improvements to training, tools, staffing approaches, processes and resources based on evidence and operational needs. Strong knowledge of current Ontario childcare legislation, licensing requirements, the Child Care and Early Years Act, 2014 (CCEYA), Ontario Regulation 137/15, How Does Learning Happen? ELECT, AQI and municipal quality expectations.

Strong understanding of inclusive early learning practices, child development, self-regulation, positive guidance, trauma-informed practice, culturally responsive practice and strength-based planning. Knowledge of current approaches for supporting children with developmental, social, emotional, behavioural, communication, sensory and learning needs. Ability to plan and facilitate balanced, responsive and engaging learning opportunities encourage children to observe, question, investigate and participate meaningfully.

Ability to assess needs, identify patterns, develop practical strategies and support implementation within busy licensed childcare environments. Strong coaching, training, facilitation and adult-learning skills. Strong conflict management, mediation and de-escalation skills when working with children, families and educators.

Ability to prioritize, manage multiple responsibilities and adjust priorities based on centre needs, risk, urgency and child-specific circumstances. Ability to balance the needs of the child, family, educators, operations centre and organizational expectations.

CUSTOMER FOCUS: proactively cultivates relationships to develop and enhance value-added business activities DECISION MAKING: employs an appropriate mix of analysis, wisdom and experience to make good decisions DIGITAL LITERACY: The ability to discover, evaluate, and use information and technology effectively through various apps and digital tools.

TECHNICAL / FUNCTIONAL KNOWLEDGE: Personal Style ~A real curiosity about data, trends, business, and processes. ~ Self-aware, with a high degree of emotional intelligence. ~ Level 3 Thinking. ~ Centres for Early Learning is an equal opportunity employer and is committed to providing accommodation in accordance with the Accessibility of Ontarians with Disabilities Act. If you require accommodation throughout the recruitment andselection process, we will work with you to meet your needs.

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