Ex Ed Board Certified Behavior Analyst

Hamilton County Schools, located in Chattanooga, TN, is working to ensure that all students thrive and experience a future without limits.  We are committed to excellence for every student and are seeking outstanding leaders, teachers, support staff, and district employees who desire to make a difference in the lives of students. With nearly 75 schools, we are confident that you can find your place in Hamilton County. 

Learn more about working for Hamilton County Schools at careers.hcde.org and get to know us and our strategic plan, Opportunity 2030.

Exceptional Education Board Certified Behavior Analyst (BCBA) -  The primary function of the Board Certified Behavioral Analyst (BCBA) is to plan, develop, and monitor a variety of behavioral support service delivery options to meet the needs of students diagnosed with Autism Spectrum Disorders (ASD) and/or other behavioral and social/communication challenges.  The BCBA will provide support to individuals and their families by coordinating and providing services in Applied Behavior Analysis, function analyses and assessment, behavior acquisition and reduction procedures, and adaptive life skills. A BCBA will also oversee programming of associate behavior analysts and provide ongoing support and supervision to Registered Behavior Technician (RBT’s) as it relates to the implementation and documentation associated with Behavior Support Plans.  

Follow Hamilton County Schools’ instructional framework including:

o    Ensuring Equity in Actions 

o    Setting High Expectations

o    Building a Productive Classroom Culture 

o    Responsive Teaching and Learning 

1.     Classroom Culture: Build a safe and productive classroom culture.  Positive relationships are evident, procedures are clear, and the classroom is safe and secure for learning to unfold. Student and teacher interactions promote a growth mindset. 
2.     Family & Community:  Develop strong relationships with students’ families while diligently informing parents of expectations, positive news, and/or concerns. Provide opportunities for parents to be involved in their children’s learning.  Willingness to collaborate in building a strong school community and to foster a collaborative relationship with content area or grade level teachers, administrators, students, parents, and other stake holders.
3.     Professional Responsibilities:  Actively participates in system-wide professional developments offered by exceptional education and learning community with colleagues in order to improve teaching and student learning.  Reflect on instruction and leadership while contributing ideas, expertise, and time to the mission and goals of the school.  Knowledge of IDEA, current state special education rules and regulations, and compliance issues relative to programming, assessment and procedural safeguards for students with disabilities.  If required, complete training in Crisis Prevention Intervention.  Trained or willingness to be trained in Work-Based Learning opportunities if working in a high school setting.

• Function in a supervisory capacity and provide oversight to all areas of programming including the training of direct support professionals, person centered strategies consultants (if applicable) and DSP trainers.
• Assist in the development, facilitation, and follow-up training in Applied Behavior Analysis, using both discrete trial training and natural environment training models of teaching.
• Facilitate and assist in the development and identification of resources and support information for clients and their families
• Provide model teaching and other direct instructional supports including, but not limited to, practicum supervision/teaching, class instruction and in-service instruction to other support professionals.
• Assist in the development and implementation of assessment tools, to conduct functional assessments and analyses when appropriate, and to develop appropriate behavior strategies to teach appropriate behavior and reduce maladaptive behaviors.
• Provide ongoing support and training to direct support professionals, ABA implementers, and other individuals in support roles for families.
• Ongoing training and supervision of paraprofessional staff in implementation of ABA principles and methodology and behavior reduction strategies.
• Create ongoing data collection system to establish baseline and programmatic efficacy for all consumers, and to analyze data on a frequent and ongoing basis to guide programming.
• Develop behavior plans/treatment plans for all consumers with a focus on teaching and other antecedent strategies for reducing problematic behavior(s).
• Meet as needed with supervised staff to discuss ongoing consumer issues and to provide support when necessary.
• Review and sign off on behavior plan/treatment plan training for all field staff and provide field supervision when necessary.
• Utilize Set Works website to enter session notes within 72 hours of each session.
• Provide consultation services and to maintain ongoing communication with all constituents (other supports, parents, community, and community agencies).
• Keep current with the literature, new research findings and resources. In addition, continuing education courses to maintain BCBA certification are necessary (32 credits every 2 years).
• Maintain all data, paperwork, and communication between personal care staff and families, and to provide ongoing feedback to government related agencies that contract with such families.
• Perform other duties as assigned.

Knowledge/Education/Experience:

• Candidates must hold a valid state of Tennessee teaching certification in Special Education (Endorsements: 105,144,145,460,461) If you hold a teaching license in another state, you must apply for a Tennessee teaching license. 
• Behavior Analysts must have a Master’s degree in applied behavior analysis, psychology or special education and be board certified (BCBA) or eligible to sit for board certification before August 2017.
• Applicants must have experience with children on the autism spectrum and children with significant behavioral challenges.
• One to two years of supervisory experience is preferred and five years teaching experience in public schools is preferred.
• Must be a certified Registered Behavior Technician through the Behavior Analyst Certified Board (BACB).
• Crisis Prevention Intervention certification.
• Knowledge of federal, state, and local laws, rules, regulations, policies and procedures relating to students with disabilities.  Or, any equivalent combination of education, training, and experience which provides the requisite knowledge, skills, and abilities for this job.
•  Must maintain a valid driver’s license due to frequent travel to schools.  
• Experience/ training is required in providing behavior support and intervention to students with significantly challenging behaviors and in the areas of applied behavior analysis, including discrete trial instruction, prompt hierarchies, stimulus fading, differential reinforcement and extinction procedures, and the collection, monitoring, and graphing of behavioral data.  This position requires travel to serve system-wide programs throughout Hamilton County.  Mileage outside of travel to/from base school and short term placements is logged and reimbursed according to HCDE daily rate.

Skills/Qualifications:

• Demonstrate excellent verbal and written communication skills to deal effectively with students, educators, Board members, parents, and community members.  
• Good organizational skills; good communication skills to facilitate teaching, assessment, meeting and data management responsibilities such as Easy IEP.
• May include providing general physical assistance to students with various disabilities.  Tasks will involve, but are not limited to, assisting students with toileting/feeding/other self-help and behavioral needs. Additional duties as assigned.

Compensation :
Salary is based on a combination of relevant education and experience.
Salary Scale

Compensation

Salary is based on a combination of relevant education and experience.

Salary Scale