SY 24-25 Preschool Intervention (PSI) Teacher – Community Based

Preschool Intervention Teacher - Community Based

PRIMARY FUNCTION: This position is responsible for providing diagnostic, evaluative, and instructional services for students in the Preschool Program.

REPORTS TO: Dept for Specialized Instruction Program Manager

SALARY SCHEDULE: Teacher

WORK DAYS: 190

Requirements

• Education Level: Bachelor's Degree from an accredited college or university
• Experience, Skill and Certification: Valid Georgia Teaching Certificate in the assigned teaching field Special Education General Curriculum.

Preferred: Successful teaching experience in the classroomEssential Duties

• Provides diagnostic, evaluative, and instructional services to the students in the Preschool Program.
• Identifies and screens students needing special education placement.
• Administers, interprets, and formulates written reports on preschool children ages 3-5 years.
• Communicates and coordinates efforts of the school and parents in completing the due process procedures on the placement of students 3-5 years.
• Develops and implements an individualized program of instruction for preschool handicapped children.
• Keeps, maintains, and files such reports and records as may be required.
• Attends scheduled in-service training programs.
• Performs other duties as required.

Terms of Employment: Incumbents will receive an annual contract. The work calendar will be 190 days. Salary will be determined based on level of certification and allowable experience. Exempt. Revised 10- 15

Non-Essential Responsibilities

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

Certain limited aspects of General Duties and Responsibilities items referenced in Section 1 (b) and (d) might be considered “non-essential” in a specific situation. Any request for accommodation must be reviewed on an “individual case” basis.

Physical and Sensory Demands

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

CLASSROOM Employees in this category spend at least most of the workday in a typical classroom or related educational environment. There will be prolonged periods of standing or walking, and there may be frequent bending, stooping, or stretching. There are occasions that require the lifting or pulling of equipment or supplies. Reading, listening, writing, and speaking are requirements. There are few exceptional physical or sensory demands, but there may be occasions that require the lifting or restraint of a student.