STUDENT ACHIEVEMENT CONSULTANT: Kindergarten Teaching and Learning
1.0 FTE (1 Position)
Term Position
September 1, 2026 for up to 3 years (June 30, 2029) - subject to annual budget approval and/or annual system organization and Ministry funding continuance.
Position Summary
The Student Achievement Consultant: Kindergarten Teaching and Learning provides system-level
leadership to support high-quality Kindergarten curriculum, instruction, and
assessment aligned with the Ontario Kindergarten Curriculum (2026). Reporting
to the Vice-Principal of Curriculum, Instruction and Assessment and the
Superintendent of Education (Curriculum), the Consultant will support the
effective implementation of the Kindergarten curriculum and strengthen educator
and leadership capacity across the system.
The Consultant will work collaboratively with principals,
Kindergarten teachers, and Early Childhood Educators (ECEs) to enhance
instructional practice in literacy and numeracy, assessment, and student
achievement. This role focuses on culturally responsive pedagogy, play-based
and inquiry learning, assessment for learning, and the development of
professional learning and leadership communities that support continuous
improvement in Kindergarten teaching and learning.
Qualifications
Basic*: - Ontario College of Teachers Certificate of Qualification and Registration
- Qualifications in the Primary Division
Additional: - Kindergarten Part 1, or Reading Part 1
- Working toward or willing to obtain a Kindergarten Specialist or Reading Specialist
Experience: - Minimum of five (5) years successful teaching experience in the elementary panel
- Demonstrated effective teaching experience in the Kindergarten program
Other: - Demonstrated knowledge and understanding of the Ontario Kindergarten Curriculum (2026) and its four strands
- Strong understanding of play-based, inquiry-driven instruction and assessment in Kindergarten
- Ability to lead professional learning using culturally responsive and inclusive pedagogies
- Strong interpersonal, collaboration, communication, and organizational skills
- Ability to use technology creatively and effectively to support teaching, learning, and professional learning
- Ability to work collaboratively as part of a system Student Achievement Team
Existing Vacancy: Yes
- In order to be considered, you must hold the Qualifications noted above at time of application.
Duties And Responsibilities
The Student Achievement Consultant: Kindergarten Teaching
And Learning Will Be Responsible For The Following
System Leadership and Curriculum Implementation
- Provide leadership and guidance for the system-wide implementation of the Ontario
Kindergarten Program (2026).
- Support schools in aligning Kindergarten curriculum, instruction, and assessment
practices with board priorities and Ministry expectations.
- Collaborate with the Student Achievement Team to support Kindergarten student
achievement and well-being.
- Ensuring Literacy program fidelity (UFLI and Story Champs) across the district
Assignment
Structure
The individual
will be assigned to specific schools to work intentionally and consistently in Full-Day
Kindergarten (FDK) programs four days per week (Monday, Tuesday, Thursday, and
Friday). Wednesdays may be used to provide support to other schools and
additional FDK classrooms as needed.
School Support
Cycles
Cycle 1
September–October — 4–6 schools
Cycle 2
November–December — 4–6 schools
Cycle 3: January–February
— 4–6 schools
Cycle 4: March–April —
4–6 schools
Cycle 5: May–June — 4–6
schools
School Selection
Schools will be
determined by the Vice Principal of Curriculum, Instruction, and
Assessment in consultation with the Superintendent of Education in June of the
preceding school year.
Four Strands of the Ontario Kindergarten Program (2026)
Belonging and Contributing
- Support educators in fostering inclusive, culturally responsive, and faith-filled
learning environments where all students experience a strong sense of
belonging.
- Promote instructional practices that develop identity, relationships,
collaboration, and social responsibility.
- Support the integration of student voice, family engagement, and community
connections within Kindergarten programming.
Self-Regulation and Well-Being
- Support instructional and assessment practices that promote self-regulation,
mental health, and overall student well-being.
- Provide professional learning related to social-emotional learning, executive
functioning, and developmentally responsive practice.
- Collaborate with school leaders to support safe, nurturing, and responsive
Kindergarten learning environments.
Demonstrating Literacy and Mathematics Behaviours
- Lead professional learning focused on early literacy and mathematics learning
through play-based and inquiry approaches.
- Support educators in implementing effective instructional strategies and
assessment practices that strengthen oral language, early reading and
writing, numeracy, and mathematical thinking.
- Support coherence between instruction, observation, documentation, and assessment
of student learning.
Problem Solving and Innovating
- Support educators in designing learning experiences that foster curiosity,
creativity, critical thinking, and innovation.
- Promote inquiry-based learning and problem-solving through hands-on materials,
learning environments, and intentional teaching.
- Support documentation and assessment of learning related to thinking processes and
problem-solving skills.
Professional Learning and Capacity Building
- Work collaboratively with principals to build their capacity to lead
Kindergarten curriculum, instruction, assessment, and professional
learning within their schools.
- Design, develop, and facilitate professional learning for Kindergarten teachers
and Early Childhood Educators aligned with board priorities and the
Kindergarten Program.
- Establish, support, and lead professional learning and professional leadership
communities for Kindergarten educators and school leaders.
- Provide differentiated professional learning that responds to varying educator
experience, needs, and school contexts.
Collaboration and System Coherence
- Collaborate with system staff, school leaders, and educators to promote coherence and
consistency in Kindergarten teaching and learning practices across the
board.
- Support the sharing of effective practices, professional learning, and innovation
across schools.
- Perform other duties as assigned by the Vice-Principal of Curriculum, Instruction
and Assessment and the Superintendent of Education (Curriculum).
About Us
The Brant Haldimand Norfolk Catholic District School Board offers a Christ-centered education to over 13,000 students from Brant, Haldimand, and Norfolk counties, the City of Brantford, Six Nations of the Grand River and Mississaugas of the Credit First Nation. The district has approximately 2,100 full and part-time staff committed to supporting Belonging, Teaching and Learning, and Wellness for all. We currently have 29 elementary schools, 3 secondary schools and a multisite Alternative Education school, and 3 administrative offices. We are unique in that we belong to three Dioceses: Hamilton, London, and St. Catharines. We are located within a one-hour radius of Toronto to the east, London to the west, and Kitchener-Waterloo to the north.
As a Catholic community, we work with families and community agencies to provide the best learning environments to ensure that all learners reach their full potential and feel safe and included.
Equity, Diversity and Inclusion Statement
The Brant Haldimand Norfolk Catholic District School Board believes in giving each and every applicant an equal opportunity to succeed on their own merit and we strive to hire staff that reflect and support the diverse perspectives, experiences and needs of our students and our communities. We remain committed to upholding our Catholic values of equity and inclusion in our living, learning and work environments. Therefore, in pursuit of our values, we seek members who will work respectfully and constructively with differences and across the district in actualizing the Board’s Multi-Year Strategic Plan. We actively encourage applications from individuals from all groups and specifically those groups that may experience systemic barriers. We value and respect the contributions that each person brings to enriching the Board and are committed to ensuring full and equal participation for all in the communities that we serve.
Accessibility and Accommodation Statement
We also recognize our duty to accommodate and to foster a culture of inclusion. Consistent with our Catholic social teachings and virtues, we will make any appropriate accommodation based on any of the protected grounds in the Human Rights Code to support candidate participation in the hiring process. When contacted, candidates will be provided with an overview of the various elements of the hiring process. If you require accommodation for reasons of disability in the application or interview process, please email your request to in advance of any part of the process. All information received relating to a candidate’s required accommodation will be addressed confidentially by Human Resource Services.
We thank all applicants for their interest, however, only those considered for an interview will be contacted.
Carol Luciani Michael McDonald
Chair of the Board Director of Education & Secretary
BRANT HALDIMAND NORFOLK CATHOLIC DISTRICT SCHOOL BOARD
Excellence in Learning ~ Living in Christ
322 Fairview Drive, P.O. Box 217, Brantford, ON N3T 5M8
T: 519-756-6369 E: info@bhncdsb.ca
www.bhncdsb.ca
