Lead Board Certified Behavior Analyst (BCBA)

Overview Friendship Public Charter School operates a network of college-preparatory public charter schools, serving students from preschool through 12th grade. Our mission is to provide a world-class education that equips students with the knowledge and skills necessary for academic achievement and success beyond high school. We are seeking dedicated professionals to join our team for the 2025/2026 school year. If you are committed to helping students achieve academic success and preparing them for college and career opportunities, we encourage you to apply. Responsibilities The Lead Board Certified Behavior Analyst (BCBA) provides leadership and expertise in the design, implementation, and evaluation of behavior support services across the district. This role ensures that evidence‑based behavioral practices are effectively integrated into instructional and support settings to promote positive student outcomes, staff competency, and a culture of inclusion and respect. The Lead BCBA coordinates the work of the behavioral team, provides supervision and professional development, and collaborates with educators, administrators, and families to develop and sustain data‑driven systems of behavioral support. Program Leadership and Coordination Oversee the delivery of Applied Behavior Analysis (ABA) services throughout the school district. Provide clinical supervision and mentorship to RBTs and Instructional Assistants implementing behavioral programs. Develop, monitor, and evaluate district‑wide systems for positive behavior interventions and supports (PBIS). Lead the development and refinement of procedures for functional behavior assessments (FBAs) and behavior intervention plans (BIPs). Serve as a key resource to building administrators on behavioral supports, student crisis intervention, and program implementation fidelity. Student Services and Clinical Practice Conduct or oversee FBAs and design individualized BIPs using data‑driven, evidence‑based interventions. Support school teams in integrating behavioral strategies into Individualized Education Programs (IEPs). Provide direct consultation for students with intensive behavioral or social‑emotional needs. Monitor progress through data analysis and make recommendations for program modification. Training and Professional Development Design and deliver professional learning for school staff on ABA principles, de‑escalation, and proactive behavior strategies. Develop and maintain systems for ongoing coaching and fidelity checks. Facilitate professional learning communities for behavior staff and other specialists. Collaboration and Systems Support Partner with multidisciplinary teams (e.g., school psychologists, counselors, social workers) to support integrated student services. Collaborate with parents and guardians to ensure consistency between school and home behavior supports. Participate in district‑level committees related to behavior, safety, and inclusion. Compliance and Ethics Ensure all ABA services adhere to the BACB Professional and Ethical Compliance Code. Maintain appropriate documentation in compliance with state, federal, and district policies. Stay current with research and developments in applied behavior analysis and special education law. Qualifications Required: Master’s degree or higher in Applied Behavior Analysis, Psychology, Special Education, or a related field. Current certification as a BCBAs in good standing with the Behavior Analyst Certification Board (BACB). Minimum of five years of experience providing ABA services in a school or educational setting. Demonstrated experience leading teams and supervising staff implementing behavior plans. Preferred: Experience developing district‑ or program‑level behavior support systems. Knowledge of special education regulations, IEP development, and multi‑tiered systems of support (MTSS). Strong leadership and coaching skills. Expert knowledge of ABA methodologies and ethical standards. Effective collaboration and communication with multidisciplinary teams. Analytical and data‑driven decision making. Commitment to inclusive, student‑centered practices. FPCS’s policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws. This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment. Employment decisions at FPCS are based solely upon relevant criteria, including an individual’s capabilities, qualifications, training, experience and suitability. #J-18808-Ljbffr