Learning Strategies Manager

Position Title: Learning Strategies Manager  
Reports to: Senior Operations Director, CFEL 
Direct Reports: Learning Strategies department roles and assigned support educators, where applicable.
Compensation Package: We believe in recognizing and rewarding the exceptional talent that drives our success.  

• Competitive Salary: $80,000-116,000
• Health and Wellbeing Benefits: 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  
• Professional Development: We are committed to your growth. Take advantage of our professional development programs, including training, certifications, annual learning conference and tuition reimbursement.  
• Employee Perks: Enjoy a range of additional perks such as employee discounts, and exclusive company events.
• & much more!  

Hours of Work: Monday – Friday must be available within the hours of 7:00am - 6:00pm 

Location:
Multi site role supporting all Centres for Early Learning locations – 10 across the GTHA

THE ORGANIZATION 
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 lifelong learning. 

THE ROLE 
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. 

SUCCESS 
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. Support plans are practical, current and consistently implemented, with regular reviews informed by observations, family input and educator feedback. 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 collaborative, respectful and solutions focused approach when their child requires additional support. 

EDUCATION & QUALIFICATIONS   

• 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.
• Valid driver’s license and daily access to a reliable vehicle.
• Vulnerable sector check completed in accordance with current legislative and organizational requirements.
• Medical documentation required in accordance with CCEYA regulations and internal policies.
• Current Standard First Aid, CPR certification.
• Ability to travel regularly across all CFEL locations.

DUTIES & RESPONSIBILITIES

Department Leadership and Network Support 

• Lead the Learning Strategies department, including planning, priorities, communication, tools, resources, training and ongoing support to all centres.
• Establish clear expectations for how centres identify needs, request support, document concerns, implement strategies and review progress.
• Work closely with the Senior Operations Director, Centre Directors and centre leadership teams to identify trends, risks and resource needs.
• Create and maintain practical department processes, templates and tracking tools that support consistency across the organization.
• 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.
• Develop and review individualized support strategies in collaboration with Centre Directors, educators, families, consultants and external partners. 
  
• Promote strength based, trauma informed, culturally responsive and relationship based practices that support dignity, belonging and participation.
• 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.
• Coach educators on safe and respectful de-escalation strategies, positive guidance and developmentally appropriate expectations. 

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.
• Create practical tools, tip sheets, visuals, routines and resources that educators can use consistently in daily program delivery.
• 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.
• Support Centre Directors with parent meetings by preparing documentation, clarifying strategies, sharing observations and maintaining a safe and trusting tone.
• 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.
• Maintain accurate and confidential records, plans, meeting notes and tracking documents in accordance with privacy, licensing and internal requirements.
• Recommend improvements to training, tools, staffing approaches, processes and resources based on evidence and operational needs. 

SKILLS, KNOWLEDGE AND ABILITIES 

• 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.
• Excellent written and verbal communication skills, including the ability to prepare professional documentation, meeting notes, support plans and recommendations.
• Ability to prioritize, manage multiple responsibilities and adjust priorities based on centre needs, risk, urgency and child-specific circumstances.
• Collaborative, calm, respectful and solutions-focused approach.
• Ability to remain composed under pressure and respond professionally to challenging situations.
• Ability to balance the needs of the child, family, educators, operations centre and organizational expectations.
• Resourceful, reflective and committed to continuous professional learning.
• Demonstrates sound judgment, discretion, confidentiality and professionalism.

COMPETENCIES

1. CUSTOMER FOCUS: proactively cultivates relationships to develop and enhance value-added business activities  
2. DECISION MAKING: employs an appropriate mix of analysis, wisdom and experience to make good decisions
3. EFFECTIVE COMMUNICATION: ability to communicate in a clear and compelling manner with individuals and groups
4. RESULTS FOCUS: aligns organizational resources and accountabilities to accomplish ambitious goals  
5. GROWTH AND LEARNING FOCUS: promotes and demonstrates the value of life-long learning  
6. BUSINESS ACUMEN: Utilizes available tools and processes to achieve business results 
7. PROCESS MANAGEMENT: Is adept at determining the processes necessary to get things done; knows to organize people and activities; knows how to separate and combine tasks into efficient workflow  
8. DIGITAL LITERACY: The ability to discover, evaluate, and use information and technology effectively through various apps and digital tools.
9. TECHNICAL / FUNCTIONAL KNOWLEDGE: Possesses the skills required to perform the role at a high level
10. CHANGE MANAGEMENT: Embraces change to support and position the business for future success

Personal Style

• 100% trustworthy with the highest level of integrity.
• Model and uphold the company’s charter and values.
• Highly driven with the ability to take ownership and responsibility.
• Respectful of others and self.
• Hands on with a willingness to roll up sleeves and get involved.  
• A real curiosity about data, trends, business, and processes. 
• Ability to deal with ambiguity in a growing company.  
• Self-aware, with a high degree of emotional intelligence.
• Low ego.
• Growth Mindset.
• Values and seeks feedback from others.
• Level 3 Thinking. 
• Represents the company in a professional manner.

*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 and selection process, we will work with you to meet your needs. We thank all those applicants who have applied; however, only those selected for an interview will be contacted.*