Lead Teacher | Junior Preschool | Centennial Campus

Job Title
Lead Teacher | Junior Preschool | Centennial Campus

Location:

Calgary, Alberta
Department:
Left Brain

Employment Type:

Full-time, hourly

Overview
The Lead Teacher anchors a homeroom and provides a consistent, high‑quality learning environment rooted in the Fueling Brains philosophy. Lead Teachers guide the development of executive functions while ensuring a safe, engaging classroom. They partner closely with Group Educators (Assistant Teachers) who accompany consistent cohorts across environments. Placement into Left Brain, Right Brain, or Movement homeroom will be determined during selection based on educator strengths, interests, and program needs.

• Lead daily routines, circle times, and structured learning blocks in your homeroom.
• Design engaging lesson plans aligned with Fueling Brains’ term structure and executive function goals.
• Create a classroom environment that fosters curiosity, independence, and problem‑solving.
• Partner with Group Educators to ensure smooth transitions and a cohesive experience across all homerooms.
• Supervise children closely in all settings, indoors and outdoors.
• Ensure ratios, health protocols, and licensing requirements are consistently met.
• Model respect, empathy, and inclusivity in all interactions.
• Observe, document, and assess children’s executive function development.
• Adapt programming to meet the needs of individual learners.
• Maintain accurate progress records and contribute to parent‑teacher interviews.
• Build trusting partnerships with families through daily communication, orientation sessions, and formal interviews.
• Share insights and strategies that extend learning into the home.
• Mentor and guide Group Educators, modeling best practices and assigning purposeful responsibilities.
• Contribute to team planning sessions and a positive, collaborative workplace culture.
• Stay current with research and best practices in early learning and executive function.
• Participate in training and professional development as part of Fueling Brains’ continuous improvement culture.
• Support school initiatives, events, and community engagement.

• Diploma or Degree in Early Childhood Education (ECE) from a recognized institution.
• Valid provincial ECE Certification.

• Minimum 2 years’ experience working with preschool‑aged children 3–5 years in a licensed childcare or early learning environment in Canada.
• Familiarity with Montessori, Reggio Emilia, or play‑based learning (training provided).
• Experience designing and implementing age‑appropriate curriculum in early learning settings.
• Demonstrated ability to adapt programming for diverse learning needs.
• Experience leading teams, mentoring educators, or supervising assistants.

• Strong knowledge of child development and early learning strategies.
• Ability to plan and deliver lessons that promote executive function skills.
• Effective communicator with children, families, and colleagues.
• Leadership and collaboration skills to guide and inspire a team.
• Creative, flexible, and inclusive in program planning and problem‑solving.

• Flexibility to work across all scheduled shifts, including early mornings and/or late afternoons.
• Flexibility to move between classrooms and support transitions throughout the day.
• Physical ability to engage in active play with children, lift small children, sit on the floor, and participate in outdoor activities.
• Comfort in a dynamic, multi‑age early learning setting.

• Criminal Record Check, including 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 ability to engage in active play and lift up to 40 lbs.

Fueling Brains Academy is an equal opportunity workplace and is committed to building an inclusive environment. We encourage applications from Indigenous peoples, racialized peoples, people with disabilities, people from gender and sexually diverse communities, and or people with intersectional identities.