Education

To Become Kindergarten Teacher (Junior and Senior Kindergarten – 4 and 5 years old) in Ontario: Salary, Training, and Career Outlook

by Occupations.ca Team
10 min read

Have you ever imagined turning a room full of four- and five-year-olds into a place where play builds language, math, social skills, and confidence? In Ontario, becoming a Kindergarten Teacher (Junior and Senior Kindergarten – JK/SK) means leading one of the most important beginnings in a child’s school life. If you are patient, creative, and ready to build strong relationships with families, this career could be a great fit for you.

Career Category: ENGINEERING

While Kindergarten Teacher is not an engineering job, it sits in a category that values structured problem-solving, planning, and systems thinking—skills you will use daily to design engaging, safe, and developmentally appropriate learning experiences.

Job Description

Kindergarten Teachers in Ontario work in publicly funded English, French, and Catholic school boards, as well as in independent schools. You teach children aged 4 and 5 in a Full-Day Kindergarten (FDK) program that follows the Ontario curriculum and uses play-based and inquiry-based learning. Most FDK classrooms are co-taught by a certified teacher and a Designated Early Childhood Educator (DECE), especially in classes at typical sizes.

You follow the Ministry’s curriculum, The Kindergarten Program (2016), which outlines expectations across four frames: Belonging and Contributing, Self-Regulation and Well-Being, Demonstrating Literacy and Mathematics Behaviours, and Problem Solving and Innovating.

Daily work activities

Your day blends structure with flexibility. You:

  • Set up learning centres (e.g., dramatic play, blocks, art, early numeracy, early literacy).
  • Welcome students and build routines that Support independence.
  • Guide play so children discover ideas, practises, and vocabulary.
  • Observe and document learning using photos, notes, and student work.
  • Meet with the DECE to plan provocations and adjust the environment.
  • Teach short, focused mini-lessons (e.g., phonological awareness, counting, patterning).
  • Support self-regulation, conflict resolution, and social-emotional growth.
  • Communicate with families through newsletters, apps, and meetings.
  • Prepare the “Communication of Learning” reports and host interviews.
  • Coordinate supports for students with Special Education needs.

Main tasks (typical)

  • Plan, teach, and assess a play-based, inquiry-driven program aligned to The Kindergarten Program.
  • Collaborate with a Designated Early Childhood Educator (DECE) to co-design learning.
  • Use pedagogical documentation to track and share student growth.
  • Teach foundational early literacy (e.g., oral language, phonological awareness) and early numeracy (e.g., counting, spatial reasoning) through play and small groups.
  • Build a safe, inclusive classroom using trauma-informed, culturally responsive approaches.
  • Support self-regulation and social problem-solving.
  • Communicate regularly with families; hold interviews and case conferences.
  • Write and share the Communication of Learning (initial observations and final reports).
  • Adapt Instruction and environment for Individual Education Plans (IEPs) with the support team.
  • Supervise students during transitions, outdoor play, lunch, and arrival/dismissal.
  • Maintain health and Safety procedures (e.g., hygiene routines, allergy protocols).
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Required Education

In Ontario, a publicly funded Kindergarten Teacher must be certified by the Ontario College of Teachers (OCT). Most roles are posted by public, Catholic, and French-language school boards.

Diplomas

For Kindergarten Teacher in publicly funded schools:

  • Bachelor’s Degree (any discipline accepted by a Faculty of Education).
  • Bachelor of Education (B.Ed.), Primary/Junior division recommended (JK–Grade 3).
  • Ontario College of Teachers certification and membership.

For a closely related role (not a teacher): Designated Early Childhood Educator (DECE):

Length of studies

Typical teacher pathway:

  • 4-year undergraduate degree (or equivalent).
  • 2-year Bachelor of Education (consecutive program) OR a 5-year concurrent B.Ed. program.
  • Additional Qualification (AQ) courses are optional but valuable for Kindergarten (e.g., Kindergarten Part 1; Special Education; English as a Second Language).

If you prefer the DECE route:

  • 2-year college diploma in Early Childhood Education.

Where to study? (Ontario options)

Faculties of Education (B.Ed.):

Additional Qualification (AQ) courses (including Kindergarten-focused AQs) are offered by many of the universities above and other accredited providers. Find approved AQ courses:

Alternative pathway (DECE):

Special notes:

  • To teach in French-language boards or French Immersion, you will need French proficiency and, in many cases, specific qualifications or experience in French education. Learn more about FSL in Ontario: https://www.ontario.ca/page/french-as-a-second-language-fsl
  • Catholic boards generally require a faith reference/pastoral letter and may ask you to complete or commit to Religious Education AQ courses (check each board).

Salary and Working Conditions

Salaries for Kindergarten Teachers in Ontario are set by collective agreements with local school boards and unions.

Entry-level vs experienced salary

  • According to the Government of Canada Job Bank for Ontario, wages for elementary school and kindergarten teachers are competitive across the province.
  • You can expect:
    • Entry-level salary: approximately $50,000–$60,000 per year, depending on the board, qualifications category, and credited experience.
    • Experienced salary (top of grid): approximately $95,000–$110,000 per year, depending on board and year of the agreement.
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For more context:

Benefits, pension, and union

Schedule and work environment

  • Work year: Approximately 194 school days (September to June), plus professional activity (PA) days.
  • School day: Often around 8:30 a.m. to 3:30 p.m., plus planning, assessment, meetings, and family communication outside class time.
  • Classroom: Active, hands-on environment with play-based centres, indoor-outdoor routines, and frequent collaboration with a DECE.
  • Duties can include yard Supervision, bus duty, lunch supervision, and collaboration with special education and support staff.
  • Physical demands: Setting up environments, frequent movement, kneeling at child level, assisting with routines, and outdoor supervision in all seasons.

Class size and staffing:

  • Many FDK classrooms have a teacher + DECE model; smaller classes may not include a DECE. Class sizes vary by board and year and are often in the mid-20s.

Job outlook

Demand varies by region. Urban boards may have large Occasional Teacher lists, while rural and northern boards can have regular vacancies. The overall outlook in Ontario is stable, with ongoing needs in French-language, French Immersion, and in some high-growth communities.

Where to find jobs

Key Skills

Soft skills

  • Patience and empathy: Young learners need calm, reassuring guidance.
  • Strong communication: Clear messaging for children and respectful, frequent communication with families.
  • Collaboration: Daily co-planning with a DECE and work with support staff.
  • Cultural responsiveness: Welcoming every child’s identity and family context.
  • Observation and reflection: Noticing learning in play and adjusting instruction.
  • Classroom Management: Positive routines, transitions, and self-regulation strategies.
  • Problem-solving: Responding to needs on the spot (behaviour, safety, engagement).
  • Resilience: Managing a full, active classroom while maintaining wellbeing.

Hard skills

  • Ontario Kindergarten curriculum expertise: Deep knowledge of The Kindergarten Program (2016).
  • Play- and inquiry-based pedagogy: Designing centres and provocations that meet learning goals.
  • Early literacy and numeracy: Oral language, phonological awareness, emergent writing, counting, spatial reasoning.
  • Pedagogical documentation: Collecting and interpreting evidence of learning for assessment and reporting.
  • Assessment and reporting: Writing the Communication of Learning and leading interviews.
  • Special education strategies: Universal design, differentiated instruction, accommodations; familiarity with IEPs.
  • Behaviour and self-regulation: Teaching co-regulation, emotional vocabulary, and problem-solving.
  • Health, safety, and accessibility: Implementing allergy plans, hygiene routines, and inclusive environments.
  • Technology: Using assessment tools, communication apps, and digital portfolios (as permitted by the board).
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Advantages and Disadvantages

Advantages:

  • High impact: You shape a child’s first formal school experience.
  • Creative, dynamic work: Every day is different and hands-on.
  • Collaboration: Co-teaching with a DECE brings shared planning and support.
  • Strong compensation: Competitive salary, benefits, and OTPP pension.
  • Professional growth: AQs and Leadership pathways (e.g., literacy, special education, administration).
  • Family partnerships: Close relationships with caregivers enhance student success.

Disadvantages:

  • Physical demands: Active supervision, classroom setup, and constant movement.
  • Noise and stimulation: Busy environments can be tiring.
  • Emotional labour: Supporting young children and families with diverse needs.
  • Paperwork and assessment: Documentation and reporting are time-consuming.
  • Job competition in some areas: Urban boards can have long occasional teacher lists; flexibility helps.

Expert Opinion

If you want to teach Kindergarten in Ontario, build your foundation in three areas: pedagogy, relationships, and reflection. First, study the Ontario Kindergarten Program (2016) until you can plan through its four frames with ease. Second, practise co-teaching and communication—your partnership with a DECE is central to student success. Third, learn to document learning in play: photos, notes, and student voice form the basis of your assessment and your Communication of Learning reports.

To stand out in hiring, complete Kindergarten-focused AQ courses, Special Education Part 1, or English as a Second Language (ESL), and be open to supply work, long-term occasional (LTO) contracts, and moving to regions with demand. Invest early in routines and self-regulation strategies. Families remember the teacher who listened, communicated clearly, and made school feel safe and exciting from day one.

FAQ

Do I need a Bachelor of Education to teach JK/SK in Ontario public schools?

Yes. To be a Kindergarten Teacher in a publicly funded Ontario school, you must hold a Bachelor of Education (B.Ed.), be certified by the Ontario College of Teachers (OCT), and be a current OCT member. Learn more: https://www.oct.ca/becoming-a-teacher

What is the difference between a Kindergarten Teacher and a DECE in Ontario?

A Kindergarten Teacher (OCT-certified) is responsible for instruction, assessment, and reporting, and typically co-teaches with a Designated Early Childhood Educator (DECE). A DECE holds an ECE college diploma, is registered with the College of Early Childhood Educators (CECE), and brings deep expertise in early years development and play-based learning. Both roles are essential in most FDK classrooms, but they are different career paths with different qualifications.

I am internationally educated. How can I become a Kindergarten Teacher in Ontario?

Internationally educated teachers must have their credentials evaluated by the Ontario College of Teachers. You may need transcript assessments, proof of teacher education, language proficiency, and a criminal record/vulnerable sector check. Some applicants are asked to complete additional coursework or a practicum in Ontario. Start here:

Do I need French to teach Kindergarten in Ontario?

No, not for English-language schools. However, French-language boards and French Immersion programs require strong French proficiency, and boards may ask for specific qualifications in French education or FSL. Learn more about FSL in Ontario: https://www.ontario.ca/page/french-as-a-second-language-fsl

How is student learning reported in Kindergarten?

Instead of traditional report cards, Ontario uses the Communication of Learning (initial observations early in the year and the final report). Teachers use pedagogical documentation—photos, transcripts of student talk, and samples of play and work—to describe growth in the four frames of learning. This approach values the child’s voice and progress over time and is guided by The Kindergarten Program (2016): http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten_2016.pdf

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