Learning Strategies Manager at The Foray Group — NeverHard

Job DescriptionJob Description:\n\nPosition 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. \n\nCompetitive Salary: $80,000-116,000\nHealth 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.\nVacation: 2 weeks of Vacation and 13 Wellness Days \nProfessional Development: We are committed to your growth. Take advantage of our professional development programs, including training, certifications, annual learning conference and tuition reimbursement. \nEmployee Perks: Enjoy a range of additional perks such as employee discounts, and exclusive company events.\n& much more! \n\nHours of Work: Monday – Friday must be available within the hours of 7:00am - 6:00pm \nLocation:Multi site role supporting all Centres for Early Learning locations – 10nacross the GTHA\n\nTHE 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. \n\nTHE 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. \n\nSUCCESS 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. \n\nEDUCATION & QUALIFICATIONS \n\nDiploma 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.\nRegistered member of the College of Early Childhood Educators in good standing is preferred or required where the role is designated as an RECE position.\nAdditional 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.\nMinimum 3-5 years of progressive experience in licensed childcare, early years, inclusion support, resource consulting, child development, behaviour support or a related field. \nExperience coaching educators, supporting families, facilitating meetings, developing support plans and working collaboratively with external agencies.\nLeadership experience, including department coordination, training delivery, process development, data tracking or multi-site support, is considered an asset.\nAvailable to work within centre operating hours and adjust schedule based on operational needs, family meetings, centre visits and urgent support needs.\nValid driver’s license and daily access to a reliable vehicle.\nVulnerable sector check completed in accordance with current legislative and organizational requirements.\nMedical documentation required in accordance with CCEYA regulations and internal policies.\nCurrent Standard First Aid, CPR certification.\nAbility to travel regularly across all CFEL locations.\n\nDUTIES & RESPONSIBILITIES\n\nDepartment Leadership and Network Support \n\nLead the Learning Strategies department, including planning, priorities, communication, tools, resources, training and ongoing support to all centres.\nEstablish clear expectations for how centres identify needs, request support, document concerns, implement strategies and review progress.\nWork closely with the Senior Operations Director, Centre Directors and centre leadership teams to identify trends, risks and resource needs.\nCreate and maintain practical department processes, templates and tracking tools that support consistency across the organization.\nProvide regular updates on department priorities, children requiring enhanced support, training needs, service gaps and emerging trends.\n\nInclusion, Positive Guidance and Child Specific Support Planning \n\nSupport children with varying strengths and needs, including developmental, social, emotional, behavioural, communication, sensory and self-regulation needs.\nDevelop and review individualized support strategies in collaboration with Centre Directors, educators, families, consultants and external partners. \nPromote strength based, trauma informed, culturally responsive and relationship based practices that support dignity, belonging and participation.\nObserve children in the program environment and use documented evidence to identify triggers, patterns, skills, environmental considerations and responsive strategies.\nSupport the development of plans that include proactive strategies, environmental adjustments, communication supports, transition supports, emotional regulation strategies and consistent educator responses.\nCoach educators on safe and respectful de-escalation strategies, positive guidance and developmentally appropriate expectations. \n\nEducator Training and Capacity Building \n\nDesign, deliver and evaluate training for educators and leaders on inclusion, positive guidance, observation, documentation, self-regulation, child development and individualized support planning. \nEnsure each location has educators who are trained and confident in implementing support strategies for children with a range of needs.\nModel strategies in classrooms and provide side by side coaching, feedback and follow up to strengthen educator practice.\nCreate practical tools, tip sheets, visuals, routines and resources that educators can use consistently in daily program delivery.\nSupport centres in moving from reactive responses to proactive planning, prevention, relationship building and consistent implementation. \n\nFamily, Centre and Community Partnerships \n\nFacilitate respectful and collaborative communication with families when additional support, planning or external referrals may be required.\nSupport Centre Directors with parent meetings by preparing documentation, clarifying strategies, sharing observations and maintaining a safe and trusting tone.\nBuild and maintain relationships with external resources, consultants, school boards, community agencies, inclusion supports and municipal partners.\nSupport families and centres in navigating referrals, service pathways, transition planning and shared communication between partners.\nEnsure family input is reflected in support planning and that communication remains professional, factual and focused on the best interests of the child. \n\nCompliance, Quality and Continuous Improvement \n\nEnsure 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.\nSupport centres in preparing for inspections, quality reviews and internal audits where inclusion, guidance, documentation or individualized plans are reviewed.\nUse incident trends, serious occurrence trends, classroom observations, family feedback and educator feedback to identify risk areas and improvement opportunities.\nMaintain accurate and confidential records, plans, meeting notes and tracking documents in accordance with privacy, licensing and internal requirements.\nRecommend improvements to training, tools, staffing approaches, processes and resources based on evidence and operational needs. \n\nSKILLS, KNOWLEDGE AND ABILITIES \n\nStrong 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.\nStrong understanding of inclusive early learning practices, child development, self-regulation, positive guidance, trauma-informed practice, culturally responsive practice and strength-based planning.\nKnowledge of current approaches for supporting children with developmental, social, emotional, behavioural, communication, sensory and learning needs.\nAbility to plan and facilitate balanced, responsive and engaging learning opportunities encourage children to observe, question, investigate and participate meaningfully.\nAbility to assess needs, identify patterns, develop practical strategies and support implementation within busy licensed childcare environments.\nStrong coaching, training, facilitation and adult-learning skills.\nStrong conflict management, mediation and de-escalation skills when working with children, families and educators.\nExcellent written and verbal communication skills, including the ability to prepare professional documentation, meeting notes, support plans and recommendations.\nAbility to prioritize, manage multiple responsibilities and adjust priorities based on centre needs, risk, urgency and child-specific circumstances.\nCollaborative, calm, respectful and solutions-focused approach.\nAbility to remain composed under pressure and respond professionally to challenging situations.\nAbility to balance the needs of the child, family, educators, operations centre and organizational expectations.\nResourceful, reflective and committed to continuous professional learning.\nDemonstrates sound judgment, discretion, confidentiality and professionalism.\n\nCOMPETENCIES\n\nCUSTOMER FOCUS: proactively cultivates relationships to develop and enhance value-added business activities \nDECISION MAKING: employs an appropriate mix of analysis, wisdom and experience to make good decisions\nEFFECTIVE COMMUNICATION: ability to communicate in a clear and compelling manner with individuals and groups\nRESULTS FOCUS: aligns organizational resources and accountabilities to accomplish ambitious goals \nGROWTH AND LEARNING FOCUS: promotes and demonstrates the value of life-long learning \nBUSINESS ACUMEN: Utilizes available tools and processes to achieve business results \nPROCESS 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 \nDIGITAL LITERACY: The ability to discover, evaluate, and use information and technology effectively through various apps and digital tools.\nTECHNICAL / FUNCTIONAL KNOWLEDGE: Possesses the skills required to perform the role at a high level\nCHANGE MANAGEMENT: Embraces change to support and position the business for future success\n\nPersonal Style\n\n100% trustworthy with the highest level of integrity.\nModel and uphold the company’s charter and values.\nHighly driven with the ability to take ownership and responsibility.\nRespectful of others and self.\nHands on with a willingness to roll up sleeves and get involved. \nA real curiosity about data, trends, business, and processes. \nAbility to deal with ambiguity in a growing company. \nSelf-aware, with a high degree of emotional intelligence.\nLow ego.\nGrowth Mindset.\nValues and seeks feedback from others.\nLevel 3 Thinking. \nRepresents the company in a professional manner.\n\n*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.*