Board Certified Behavior Analyst (BCBA)

Board Certified Behavior Analyst (BCBA)

The Board Certified Behavior Analyst (BCBA) leads district-wide behavioral support with a primary emphasis on capacity-building, teacher coaching, and job-embedded professional learning. Operating through a trauma-informed and whole-child framework, the BCBA works side-by-side with general and special education teachers to design, model, and sustain proactive behavioral interventions, functional behavior assessments (FBAs), and positive behavior intervention plans (BIPs). This role serves as a key multidisciplinary partner to strengthen school-wide tier-based systems, cultivate positive family-school partnerships, and mentor educators in trauma-responsive and SEL-aligned strategies.

Professional Learning, Instructional Coaching & Modeling

• Design, facilitate, and deliver high-impact, ongoing professional learning and job-embedded coaching for teachers, instructional aides, and school leadership teams.
• Provide side-by-side instructional modeling in classroom environments to demonstrate proactive behavior management, reinforcement systems, and crisis de-escalation strategies.
• Translate behavioral science into practical, trauma-informed classroom strategies incorporating Social-Emotional Learning (SEL), brain science, and sensory integration principles.
• Coach individual educators and interdisciplinary teams on designing inclusive classroom environments that promote student self-regulation and academic engagement.

Behavioral Assessment, Intervention & Data Systems

• Conduct functional behavior assessments (FBAs) and facilitate culturally responsive, strengths-based Behavior Intervention Plans (BIPs) focused on skill acquisition and self-regulation.
• Establish efficient, teacher-friendly data collection tools and progress monitoring protocols to evaluate intervention fidelity and student outcomes.
• Analyze behavioral data routinely alongside educators to iterate and refine interventions based on real-time evidence.
• Prioritize student dignity, agency, and whole-child wellness in all behavioral interventions, moving away from compliance-only frameworks.

Collaborative Teaming & Systems Support

• Serve as an active behavioral specialist on school-based support teams (MTSS / RTI / Student Support Teams), guiding tier-based decision-making for referred students.
• Partner with school counselors, social workers, and administration to coordinate crisis response protocols, debriefing, and restorative practices.
• Align behavioral initiatives with district goals, building improvement plans, and special education compliance standards.

Family Engagement & Community Integration

• Build compassionate, collaborative relationships with families, leading in-depth social histories and strengths-based home-school communication.
• Work collaboratively with school counselors and social workers to connect families with appropriate community-based services and wraparound support.
• Conduct targeted home visits and community outreach as assigned by the Executive Director of Special Services.

Professional Integrity, Compliance & Flexibility

• Ensure full compliance with FERPA, HIPAA, the BACB Ethics Code, and district policies regarding confidentiality and record-keeping.
• Maintain active BCBA certification and engage in ongoing district and external professional development.
• Maintain flexible scheduling within district boundaries to respond promptly to urgent behavioral needs or high-priority crisis requests.

Qualifications & Requirements

• Education: Master's degree in Applied Behavior Analysis, Special Education, Psychology, or a related field.
• Certification: Current Board Certified Behavior Analyst (BCBA) credential in good standing; State licensure where required. Special Education certification preferred.
• Experience: Minimum of 3 years of experience in school settings or clinical environments working with diverse student populations and multidisciplinary teams.
• Knowledge Base: Strong knowledge of trauma-informed care, Social-Emotional Learning (SEL), sensory/motor needs, and classroom-based behavior systems.
• Skills: Exceptional interpersonal communication, adult learning facilitation, conflict resolution, and data analysis.
• Mobility: Valid driver's license and ability to travel within district boundaries as needed.

Performs other appropriate school-related duties as assigned by the principal.

Physical Demands:

While performing the duties of this job, the employee must regularly sit, talk, listen, and respond. While performing the duties of this job, the employee is regularly required to sit; use repetitive wrist, hand and/or finger movement; reach with hands and arms and talk or hear. The employee is frequently required to stand and walk. The employee is occasionally required to stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision, distance vision, precise hand-eye coordination and the ability to identify and distinguish colors. Occasionally, the employee may lift up to 50 pounds, such as, to lift files, papers, and equipment. The foregoing is not an exclusive list and the employee may be required to exceed the minimum physical demand specifications should the safety and security of students and staff be compromised.

The above physical demands are representative of those that must be met by an employee to successfully perform the essential duties of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential job duties.

Work Environment:

The work environment characteristics described here are representative of those an employee encounters while performing the essential duties of this job. The noise level in the work environment is usually at a moderate level with frequent interruptions. The employee continuously interacts with staff and the public. Travel may be necessary to various District buildings and/or sites. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential job duties.