Assistant Teacher- Strathmore

Overview

The Group Teacher is a core educator at Fueling Brains, responsible for ensuring every child experiences consistency, care, and connection throughout their day. Assigned to a specific age-based group — Jumping Junipers (2.8–4.2 yrs), Pondering Pines (3.5–4.11 yrs), or Roaring Redwoods (4.5–6 yrs) — the Group Teacher travels with their cohort across all learning environments (Left Brain, Right Brain, and Movement). They are the child’s daily constant — the person who knows their routines, interests, learning style, and family context best. Through meaningful engagement, observation, and collaboration with the homeroom (Lead) educators, the Group Teacher supports children’s growth in executive function skills such as working memory, self-regulation, and cognitive flexibility.

• Essential Duties and Responsibilities
• Child Development & Continuity Build secure, trusting relationships with every child in the assigned age group. Ensure continuity of care as the group transitions through different homerooms. Know each child’s individual needs — from comfort routines and emotional cues to learning strengths and developmental milestones. Adapt guidance, tone, and expectations to suit the developmental stage of the assigned age group.
• Learning Support & Engagement Partner with Lead Teachers to co-facilitate lessons, circle times, and inquiry-based learning experiences.Foster independence, empathy, and collaboration through daily interactions. Model executive function-building behaviors such as focus, reflection, and persistence.
• Observation & Documentation Observe and record developmental progress, contributing to ongoing assessments and reports. Share insights and daily notes with Lead Teachers to support planning and parent communication. Identify patterns in children’s social, cognitive, or emotional development and share them during team meetings.
• Parent & Family Communication Serve as a consistent, approachable contact for families during drop-off and pick-up. Communicate daily highlights, milestones, and relevant updates with professionalism and warmth. Participate in parent-teacher interviews and orientation sessions alongside Lead Teachers.
• Team Collaboration Work closely with the three homeroom educators to create a seamless daily experience. Coordinate transitions between rooms with Support ECEs and maintainCommunicate daily highlights, milestones, and relevant updates with professionalism and warmth. Contribute to planning discussions, bringing forward observations that inform curriculum refinement. Support and mentor newer educators or substitutes to maintain classroom quality and consistency.
• Health, Safety & Licensing Follow all Fueling Brains and provincial licensing requirements for supervision, hygiene, and documentation. Maintain accurate attendance and daily health checks. Ensure allergy awareness, sanitation, and emergency procedures are consistently implemented.

Required Skills and Qualifications

• Education Early Childhood Educator Level 3 Certification (required) Diploma or Degree in Early Childhood Education or a related child development field.
• Ongoing commitment to professional learning in: Early childhood pedagogy and developmental psychology. Brain-based learning and executive function development (Fueling Brains training provided). Inquiry and play-based teaching practices.
• Experience Minimum 2 years of experience in a licensed childcare, preschool, or early learning environment. Demonstrated success working with preschool-aged children (2.8–6 years), with clear understanding of milestones across age ranges. Experience collaborating within multi-educator teams and transitioning children between different learning environments. Proven ability to build warm, professional relationships with families, supporting communication and trust. Exposure to Reggio-inspired, Montessori-inspired, or inquiry-based settings is an asset (training provided as part of Fueling Brains onboarding). Key Skills Deep understanding of social, emotional, and cognitive growth, with the ability to recognize and respond to individual child needs and cues. Skilled in observing, documenting, and guiding learning through play while reinforcing executive function-building habits. Works fluidly with homeroom Leads and Support Educators to maintain consistent routines and positive team dynamics. Communicates daily highlights and developmental insights with warmth, clarity, and professionalism to strengthen family trust. Dependable, organized, and proactive—ensuring quality, safety, and a calm presence in dynamic classroom settings. Work Environment Requirements Flexibility to work across all scheduled shifts, including early mornings and/or late afternoons, depending on the facility’s operational requirements. Flexibility to move between classrooms and support transitions throughout the day is valued.
• Physical
• Requirements: Ability to engage in active play with children, including lifting small children, sitting on the floor, and participating in outdoor activities. Flexibility to support schedules across homerooms. Comfort in a dynamic, multi-age early learning setting.

Additional Requirements Criminal Record Check

• Successful completion of a criminal record check, including a vulnerable sector search.
• First
• Aid
• Certification: Valid Emergency Child Care First Aid and CPR or willingness to obtain within the first three months of employment.
• Physical
• Requirements: Ability to engage in active play and lift up to 40 lbs.

• We thank all applicants for their interest.
• Please note that only those applicants for further consideration will be contacted.
• Fueling Brains Academy is an equal opportunity workplace, and we are committed to building and fostering an environment where our employees feel included, valued, and heard.
• We believe that a strong focus and commitment to diversity and inclusion enables us to truly make early childhood education an enabler for wide-reaching change.
• We strongly encourage applications from Indigenous peoples, racialized people, people with disabilities, people from gender and sexually diverse communities, and/or people with intersectional identities