Classroom Facilitator

**LOCATION: 155 McNicoll site (North York, ON)**

**POSITION TYPE**:Full-Time**Contract**(37.5**hours/week**until**March**1,** 2027)**

**POSTING CLOSING DATE: October 10, 2025**

We are currently seeking to fill a full-time contract role to support the Ontario Autism - Entry to School Program. The Entry to School program is a new service offering that supports families with children diagnosed with Autism Spectrum Disorder (ASD) who are between the ages of 3 to 6 entering school for the first time.

The Entry to School program is a six-month, group-based, skill-building program focused on helping children develop school-readiness skills in a classroom setting. Each classroom will be operated by a multi-disciplinary team of Classroom Facilitators who will report into a Clinical Supervisor.

**JOB OVERVIEW**:
Working with a small team of Classroom Facilitator - Level 1s, the Classroom Facilitator
- Level 2 will be responsible for providing guidance and clinical expertise to support successful learning experience. Like the Classroom Facilitator - Level 1, the Classroom Facilitator - Level 2 will also be responsible for working in the classroom to deliver a group-based program focused on developing school-readiness skills (communication, play, social interactions, functional routines, behavioural self-management and pre-academics, learning and attention).

**KE**Y RESPONSIBILITIES**:

- Work closely with the Clinical Supervisor in the development of client Service Plans.
- Develop, plan, coordinate and implement appropriate learning activities and strategies designed to help the child reach their learning goals.
- Assessment of client’s skills, abilities, interest, strength and needs (in tandem/consultation with the Clinical Supervisor).
- Particpate in singing, storytelling, acting, modelling play skills and engaging in play with children.
- Effectively use (and mentor) ABA teaching strategies such as Reinforcement, Verbal and Physical Prompts, Shaping, Chaining, Modelling and Fading.
- Monitor student behaviour and teaching appropriate behaviour.
- Address personal care requirements of the child during each session.
- Build rapport with children to support progress.
- Review available information pertaining to all children in the classroom on a regular basis.Demonstrates and explains effective curriculum and guidance strategies; models, supports, mentors and guides the Classroom Facilitator - Level 1s by:

- Maintaining regular communication/conduct meetings with parents and family members as required.
- Overseeing general operations of the classroom to ensure teaching environment is prepared and organized with appropriate materials.
- Preparing written documentation regarding children's plans and progress as required.
- Writing reports and progress reports and flags exceptional circumstances as well as the need for changes to the learning plan and class-wide learning plans.
- Contributing information and ideas to the team process.
- Providing mentoring and collegial support for new staff and volunteers as required.
- Supporting and guiding Classroom Facilitator - Level 1s in the implementation of client Service Plans using sound clinical judgement.
- Leading classroom daily meetings/huddles.
- Ensuring that all materials and equipment are maintained and classroom is tidy and safe.
- Collaborating with other team members
- Keeping the Clinical Supervisor informed of program concerns and client progress (e.g. flagging exceptional circumstances and need for program change).
- Ensures overall health and safety of children enrolled in the program by maintaining a sanitary and safe environment and identifying children who are unwell.
- Staff will be required to work at both of our North (McNicoll Site) and West (Hartsdale Site) Entry to School locations.


**QUALIFICATIONS/EXPERIENCE/SKILLS**:

- Undergraduate degree or diploma from a recognized university or college in a field related (i.e., social services, psychology or ABA)
- Minimum three (3) years working experience with children with developmental disabilities
- A combination of experience and education may be considered
- Team lead/mentor experience an asset
- Demonstrated knowledge and experience in program planning and case management
- Demonstrated knowledge in human development, community supports continuum for families, Applied Behaviour Analysis (ABA) and skill building techniques (including communications) with individuals with Autism Spectrum Disorder and their families
- Ability to plan, implement, and evaluate activities and experiences to meet individual and group needs of all children
- Strong interpersonal skills to gain trust and respect of children and their parents
- Effective ability to interact with others and deal with situations in ways that respect diverse backgrounds, experience and styles
- Demonstrated reliability (punctual and responsible)
- Ability to manage children with challenging behaviors and communicate effectively with pare