Classroom Facilitator - Level 1

Salary Range: $52,714 - $64,135 annually

Program:
Entry to School Program

Status:
Full-time, contract to September 2026

Hours:

36.25 hours/week

Date Posted:
February 9, 2026

Closing Date:
February 24, 2026

Surrey Place is a not-for-profit organization that helps people of all ages with autism-, developmental-, and sensory-related concerns push the boundaries of what’s possible to achieve new victories. With a holistic circle of care approach, Surrey Place brings together caring clinicians, staff, valued partners and other experts to collaborate for the client’s best interests. The organization works with clients throughout their lives, creating inventive and innovative programs so they can keep building their skills, grow their self-confidence and set their sights even higher.

Since 1962, Surrey Place has supported people with varying and complex needs in the Toronto region and more recently, Northwestern Ontario. Surrey Place is accredited with Exemplary Standing by Accreditation Canada through the healthcare program.

The Entry to School program is a service offering that supports families with children diagnosed with autism spectrum disorder (ASD) who are between the ages of 3 to 5 entering school for the first time. It 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 Program Supervisor.

This role will be based at the Surrey Place Downtown Location (2 Surrey Place) and will be asked to cover occasional shifts at the two other Entry to School locations:
Surrey Place Etobicoke location (2150 Islington Avenue, Suite 102) and North York Location (2 Champagne Drive).

• Implementing appropriate learning activities and strategies (aligned to the individual Service Plans) designed to help the child reach their learning goals using early year’s pedagogy.
• Participate in singing, storytelling, acting, modelling play skills and engaging in play with children.
• Effectively use 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.
• Communicate and record day to day observations.
• Maintain materials and equipment and a tidy classroom.
• Keep supervisor and Classroom Facilitator L2 informed of program concerns and client progress (e.g. flagging exceptional circumstances and need for program change).
• Assist the Classroom Facilitator L2 and/or Program Supervisor in the following:
• Intake activities
• Assessing individual children’s skills, abilities, interests, strengths and needs
• Preparing and implementing activities as per curriculum
• Conducting skill-based assessments, curriculum assessments
• Development of Service Plans
• Evaluation of children’s progress toward program goals
• Participate in classroom and full team meetings; collaborate with other team members
• Develop and maintain positive relationships with families, care givers, partner agencies, internal team and volunteers.
• Review available information pertaining to all children in the classroom on a regular basis.
• Ensures overall health and safety of children enrolled in the program by maintaining a sanitary and safe environment and identifying children who are unwell.

• A Diploma in Early Childhood Education, Child and Youth Worker from an accredited college or university, or an undergraduate degree or diploma from a recognized university or college in a field related (i.e., social services, psychology or ABA).
• Minimum one (1) year working with preschool children (preferable post-graduation).
• A combination of experience and education may be considered.
• Experience working with children with ASD is considered an asset.
• Knowledge of program planning and case management for children with development disabilities, including knowledge of atypical development preferred.
• Knowledge of behaviour…