Salary: $29.7996 - $37.7661 per hour

Program: Entry To School Program

Status: Full-time, Contract (to March 2026)

Hours: 36.25 per week

Date Posted: November 4, 2025

Closing Date: November 18, 2025

About Surrey Place Surrey Place is a not-for-profit that serves people of all ages with developmental disabilities, autism spectrum disorder and visual impairments in the Toronto region and Northwestern Ontario. We offer integrated services and inclusive support in a safe and welcoming environment. Our approach is family-based, which centres the interests and care of our clients, families and caregivers by teaching them skills. We strive to ensure the greatest access to services and support our clients in navigating the health care system. Surrey Place helps people learn new skills, gain self-confidence and reach their full potential.

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

Main Responsibilities

• Work closely with the Program 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.
• Intake and assessment of client’s skills, abilities, interest, strength and needs (in tandem/consultation with the Program Supervisor).
• Participate 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 Facilitators L1 by:
• Maintain regular communication/conduct meetings with parents and family members as required.
• Oversee general operations of the classroom to ensure teaching environment is prepared and organized with appropriate materials
• Prepare written documentation regarding children’s plans and progress as required
• Write reports and progress notes and flags exceptional circumstances as well as the need for changes to the learning plan and class-wide learning plans
• Contribute information and ideas to the team process.
• Provide mentoring and collegial support for new staff and volunteers as required.
• Supports and guides Classroom Facilitator L1 in the implementation of client Service Plans using sound clinical judgement.
• Lead classroom meetings/daily huddles.
• Ensures that all materials and equipment are maintained, and classroom is tidy and safe.
• Collaborate with other team members
• Keeping the 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.

Qualifications

• A minimum of five years’ experience delivering behaviour interventions for children and youth with autism. 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.
• Must be able to lift and transfer 50lbs.
• 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 parents in a positive way.
• Ability to work effectively in a team environment as a Lead/Mentor as well as independently.
• Demonstrated conflict resolution and problem-solving skills.
• Ability to work with multi-disciplinary teams.
• Some travel may be required within the Greater Toronto Area based on operational needs.
• The successful candidate must provide an acceptable Vulnerable Sector Screening, and proof of being fully vaccinated for Covid-19.
• Proficient with Microsoft Office 365 (Word, Excel, PowerPoint, and Outlook).
• Fluency in French is considered an asset.

Surrey Place values the diverse and intersectional identities of its staff, clients and families and regards equity and neurodiversity as fundamental at all levels of our organization. We are seeking applicants who embrace our values of equity, diversity, inclusion and accessibility (EDIA). We encourage applications from candidates from equity seeking groups such as those from Indigenous, Black and from racialized communities, people with disabilities, women and 2SLGBTQ+.