Preschool Facilitator

Preschool Facilitator

Richmond County (GA) Special Education Department, Augusta, Georgia. (Open in Google Maps)

This job is also posted in Richmond County School System.

Job : 5747954

Final date to receive applications: Posted until filled

Posted: May 29, 2026 4:00 AM (UTC)

Starting Date: Immediately

Days Worked: 235 Days (12 months)

Position Type: Full-Time

Salary: $46,867 to $91,120 SY

Department or

Location:

Special Education Department

Position Type: Certified / Contracted

Job Title: Preschool Facilitator

FLSA Status: Exempt

Reports To: Coordinator

Job Qualifications:

Education: Bachelor's degree in special education and/or pursuing special education certification in a content area is desirable. Other combinations of applicable education, training, and experience that provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.

Certification or Licensure: Meets Georgia state certification requirements in the appropriate field of education. Special Education Preschool Endorsement preferred.

Skills: Knowledge of learning theory, differentiated instruction, developmental reading, child development, behavior management, and assessment. Knowledge of the RCSS curriculum for the grade/content range of the position, RCSS special education program. Thorough knowledge of Individual Education Program (IEP), learning theory, differentiated instruction, and data collection. best instructional practices, research-based reading instruction, multicultural education, assessments, Individuals with Disabilities IDEIA Act (IDEA 2004), No Child Left Behind Act of 2001 (NCLB 2001), and state and federal policies and procedures related to special education.

Must be knowledgeable in methods of teaching elementary reading and math if seeking an elementary position. Ability to work well with students with disabilities, teachers, and parents of students with disabilities. Excellent communication skills.

Work Experience: Student teaching in the specific area of exceptionality or two years of teaching experience in the specific area of exceptionality (learning disabilities, mental retardation, autism spectrum disorder, or emotional disabilities) is preferred at a level appropriate to the assignment (elementary or secondary).

Primary Duty: This position is responsible for providing direct and indirect services/instruction to students with disabilities and their families in a home-based or community/facility-based setting and works in collaboration with the general education teacher. Facilitate the evaluation and Individual Education Program (IEP) process.

• Assumes all duties and responsibilities specified.
• Assists with screening, and evaluation and conducts eligibility for students as required.
• Prepares initial and post-evaluation/assessment reports and eligibility reports as required to meet timelines.
• Serves as a member of the Eligibility/IEP team to assist in determining programs and/or placements for students with disabilities.
• Prepare, review, and present evaluation reports and draft goals and objectives at staffing in collaboration with parents, teachers, and other support agencies.
• Maintains accurate and complete records as required by law, RCSS policy, and administrative regulation.
• Collect instructional data for the decision-making process.
• Provide instructional support if in an inclusive setting.
• Assists staff with developing individualized programs, selecting and/or adapting instructional materials and equipment needed to provide specially designed instruction.
• Identifies additional needs of students and/or families and makes referrals or seeks consultation from the person responsible for addressing this need.
• Delivers services and provides appropriate instruction to students as specified in IEP; if needed.
• Appropriately adapt instruction, programs, and materials as needed.
• Participates in and provides professional development activities designed to advance teacher knowledge in the areas of instruction, best practices, and differentiated instruction.
• Changes in educational policy and other information may be necessary to improve classroom instruction and programming for students with disabilities.
• Establishes and maintains contact with outside service providers working with a student on the teachers' caseloads to provide an integrated educational program.
• Establishes relationships with colleagues, students, parents, and community which reflect recognition of and respect for every individual.
• Participates in preschool/Pre-K conferences, RTI/SST meetings, and other events within the regular education process as part of the consultation process for current students or the transition process for past students who are being monitored.
• Collaborates with special education personnel, Babaies Can't Wait and other community agencies with Child Find, transition and educational planning and placement of students with disabilities, recognizing that early…