Certified BCBA FY27 (300462) BHS and JGMS Job ID 1285

Bedford Public Schools
Invites applications for the position of:
Certified BCBA

BHS & JGMS

FY27

REPORTS TO:  Special Education Program Administrator (BHS/JGMS)

The BCBA would provide comprehensive behavioral support services and consultation within a secondary school setting for students with Autism Spectrum Disorder (ASD) and social/emotional disabilities. Services would be delivered in collaboration with the school-based team and aligned with each student's Individualized Education Program (IEP), established behavioral protocols, and educational goals.

The BCBA would support student engagement, address school refusal behaviors, develop and monitor individualized behavior intervention plans, and implement evidence-based strategies to improve social, emotional, behavioral, and academic functioning. Responsibilities would also include modeling interventions and providing training and ongoing support to teacher assistants and instructional staff to ensure consistency and effectiveness of behavioral programming across educational settings. Additionally, the BCBA will support student access to learning by completing observations, data collection, analysis, and progress monitoring as requested by the program administrators. Responsibilities will be shared between the high school and middle school based on student and program needs.

In addition, the BCBA would assist in identifying behavioral, social-emotional, and developmental needs that may interfere with a student's ability to access and participate successfully in the educational environment. The BCBA would collaborate with multidisciplinary teams to develop, implement, and monitor treatment and support plans designed to promote student wellness, independence, self-regulation, social skills, cognitive development, and successful participation in school and daily life activities.

QUALIFICATIONS:

The Board Certified Behavioral Analysis shall:

1. Hold appropriate certification as a BCBA with an appropriate course of studies.

2. Show evidence of successful behavioral therapy experience and experience working with children and adolescents, in a school setting.

3. Demonstrate knowledge and understanding of child growth and development, wellness education, community health and social service resources, and current health issues.

4.  Experience with Positive Behavioral Interventions and Support is preferred.

5. Have excellent integrity and demonstrate good moral character and initiative.

6. Exhibit a personality that demonstrates enthusiasm and the interpersonal skills to relate well with students, staff, administration, parents, the community, and health and social service agencies.

7. Demonstrate the ability to use electronic equipment for word processing, data management, information retrieval, visual and audio presentations, and telecommunications.

8. Knowledge of the Tiered system of supports within a school setting in relation to behavior identification and management.

9. Additional duties as assigned.

JOB FUNCTIONS AND RESPONSIBILITIES:

Evaluates students to determine individual student needs.

Attends Team meetings and writes behavior goals and objectives for IEP's.

Develops and oversees behavioral programming within therapeutic settings in the district.

Conducts initial and ongoing training for paraprofessionals with oversight from program administrators

Collects data from paraprofessionals to chart student progress.

Provides regular progress monitoring updates based on data to inform changes to plans or support for students

Completes Functional Behavioral Assessments (FBA), and writes Behavior Intervention Plans (BIP).

Trains and supports staff to complete FBA's and BIP's.

Provides consultation and/or professional development for faculty as needed.

Assists the administration in implementing all policies and rules governing student life and conduct.

Develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner.

Is available to students and parents for education-related purposes outside the instructional day when required or requested to do so.

Continues with personal professional development.

Attends staff meetings and serves on staff committees as required.

Display the ability to initiate and collaborate with team members to support students.

Display knowledge of various learning disabilities and social-emotional needs for students and supply age-appropriate and individualized ways to support them.

Maintain a code of ethics in line with the Behavior Analyst Certification Board and Bedford Public Schools.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential responsibilities and functions of the job. Unless reasonable accommodations can be made, while performing this job the staff member shall:

1. Use strength to lift items needed to perform the functions of the job.

2. Sit, stand and walk for required periods of time.

3. Carry out restraint procedures as deemed necessary and according to training guidelines and procedures. 

ENVIRONMENTAL DEMANDS:

The environmental demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive.

1. Exposure to a variety of childhood and adult diseases and illnesses.

2. Occasional exposure to a variety of weather conditions.

3. Exposure to heated/air conditioned and ventilated facilities.

4. Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment.

5. Function in a workplace that is usually moderately quiet but that can be noisy at times.

EVALUATION:

The Board Certified Behavioral Analyst shall be evaluated in accordance with their contract with the Bedford Public Schools. 

Additional Information: 

Master's Degree Preferred

Board Certification as a BCBA required

Must have excellent communication and interpersonal skills and have a high level of capability with technology

Must be knowledgeable regarding public school expectations, standards, and instructional practices

Salary/Benefits:

Per Contract

Position Control: 300462

Bedford Public Schools are committed to hiring, mentoring, and retaining a diverse staff. We are relentless in our efforts to bolster equity, in both academic and work spaces, by fostering a culture of belonging and ensuring our diverse employees and students have equitable access to the resources and opportunities needed to thrive � personally, professionally, and academically.