Preschool Assistant Director

Position
Preschool Assistant Director

Department
Kookum's Place Daycare

Competition Number
2026KP-AD01

Classification
Management, Full Time

Hourly Wage
$33.61

Final date to receive applications
Open Until Filled

Who We Are
NETES is a not-for-profit Indigenous organization supporting the success of Indigenous people in Winnipeg. We offer adult education, skills training and employment services, along with wrap‑around services such as daycare, student housing, and health and wellness programming. Rooted in community, respect, and Indigenous values, our work helps build a strong, thriving Indigenous community.

The Opportunity
Kookum’s Place is an Indigenous‑led, community‑centred early learning program dedicated to supporting children and families through relationship‑based care that honours Indigenous culture, values, and ways of knowing. Our approach is rooted in respect, connection, and belonging, with a strong emphasis on play‑based and land‑based learning.

To Lead, Inspire and Grow:
Indigenous‑Centred Early Learning and Child Care
We are seeking an experienced Assistant Director (Pedagogical Mentor – Preschool) for a pedagogical leadership role focused on supporting high‑quality early learning for children ages 2–6. Working alongside early childhood educators, this position provides hands‑on mentorship, modeling, and reflective guidance to strengthen play‑based, emergent programming aligned with MELCC standards and Kookum’s Place philosophy. This role prioritizes mentorship while also supporting the Director and ensuring continuity of operations when required.

Key Responsibilities
Pedagogical Mentorship and Practice (Primary Focus)

Provide side‑by‑side mentorship in classrooms and early childhood centre, supporting educators in real‑time practice.

Support and mentor new ECEs and CCAs as they transition into their roles at pre‑school centre.

Model responsive caregiving, co‑regulation, and relationship‑based practice with children.

Support educators in observation, documentation, and reflective practice.

Guide educators in recognizing children’s cues, stress responses, and developmental needs to inform responsive strategies.

Support environmental adjustments and preventative approaches that strengthen classroom experiences.

Staff Development and Training

Identify professional learning needs among early childcare educators.

Work with leadership to coordinate training and professional development opportunities.

Follow up with educators to ensure training is implemented in practice.

Provide ongoing coaching and mentorship after training, helping educators apply new knowledge within their classrooms.

Support reflective discussions during staff meetings and professional learning opportunities.

Program Quality and Cultural Integration

Support educators in implementing early learning training and Indigenous pedagogical approaches.

Support educators in developing inclusive, culturally grounded learning environments.

Support implementation of play‑based, emergent curriculum guided by children’s interests.

Monitor and reflect to identify patterns or emerging needs within classroom.

Coach and support educators (ECEs and CCAs) in daily practice.

Foster a respectful, collaborative team environment.

We acknowledge that we are located on Treaty 1 Territory and on the lands of the Anishinaabe, Cree, Anisininew, Dakota, and Dene Peoples, and the Red River Métis Homeland. We respect the Treaties that were made on these territories, we acknowledge the harms and mistakes of the past and we move forward in a spirit of reconciliation and collaboration.

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