BOARD CERTIFIED BEHAVIOR ANALYST (BCBA) 2025-2026

Position Type: Related Services/Board Certified Behavioral AnalystDate Posted: 8/29/2025Location: Kirk SchoolDate Available: 09/02/2025Closing Date: until filledBOARD CERTIFIED BEHAVIOR ANALYST (BCBA) GENERAL INFORMATION: Title..................................................... Board Certified Behavior Analyst Licensure..............................................Certification through the Behavior Analyst Board & Substitute Teaching License Endorsement......................................... No Endorsements Required Classification..........................................Certified/Licensed - 195 - 10 month FLSA Status.......................................... Exempt Reports to............................................. Director of Professional Learning and Program Administrators Salary Classification....................................... Per NSSEA Salary Schedule starting at Lane I Step 0 Benefits.......................................................... Per NSSEA Collective Bargaining Agreement Reviewed/Revised....................................2/2023PURPOSE: The BCBA supports staff in the development and implementation of behavioral and social skills programs for students with disabilities. ESSENTIAL FUNCTIONS: • Actively participate on various educational teams to support proactive and responsive behavioral interventions to support students with challenging behaviors. • Support the implementation of functional behavior assessments • Lead, development and implement of applying applied behavior analysis principles in the classroom, such as pairing, natural environment teaching and discrete trial instruction. • Assist in coordination of school and home supports for the purpose of providing a comprehensive program for students. • Assists in the development of instructional materials, accommodations, modifications, assessments and data collection tools needed for individual students. • Collect and summarize behavior data for the purpose of assessing and monitoring student progress. • Demonstrate cooperation, openness for growth and willingness to contribute to a team approach to the educational program. • Facilitate and coach teams through the development and implementation of functional behavior assessments/behavior intervention plans and crisis plans for identified students. • Provide social skills instruction to students utilizing research-based methodologies and approved district curricula. • Participate in Professional Development Coaching team meetings and professional learning opportunities. • Participate in the development and implementation of Individualized Educational Plans (IEPs) for students. • Provide professional development trainings to educational staff on evidence-based behavior management strategies and other topics, as needed. • Provide modeling and feedback to educational staff in the implementation of evidence based behavioral and instructional practices. • Serve as a liaison with district and program staff surrounding application of evidence-based practices grounded in applied behavioral analysis. • Ability to use and model research-based classroom management and individualized behavioral interventions • Ability to use and model research-based classroom and individualized instructional interventions such as activity schedules, reinforcement principles, effective communication strategies, prompting procedures • Be an integral part of the PBIS team and crisis team OTHER FUNCTIONS: • Act as a positive role model for students. • Maintain confidentiality regarding work with special needs students. • Supplement the work of the assigned licensed staff member including, but not limited to, all required paperwork, organization of classroom, and supervision of students. • Support NSSEO policy, NSSEO and governing board goals and objectives, and The School Code of Illinois. WORKING ENVIRONMENT: • To perform the physically demanding job functions, strength and/or endurance for lifting, carrying, pushing and/or pulling are occasionally required. • To perform the most physically demanding job functions, the physical capabilities of climbing and balancing are seldom required. • To perform the most physically demanding job functions, the physical body movement of stooping, kneeling, crouching and/or crawling is seldom required. • To perform the most physically demanding job functions, the upper extremity physical capabilities reaching, handling, and/or fine motor dexterity are constantly required. • Exposure to temperature extremes is seldom or not present. • Exposure to hazardous conditions (e.g. mechanical, cuts, burns, infectious disease, high decibel noise, etc.) is seldom or not present. • Frequency of exposure to injury to self and/or others is seldom or not present. MINIMUM QUALIFICATIONS: • Minimum Bachelor's degree from an accredited institution. Master's degree preferred. • Certification through the Behavior Analyst Certification Board (BCBA) • Knowledge of behavioral characteristics typically associated with Autism, Emotional/Behavior Disorders, Intellectual Disabilities, etc. • Ability to coach others to apply effective behavior management and instructional techniques • Ability to physically move about the building. • Ability to lift and position students (30-80 pounds) if assigned to a classroom with such requirements. • Ability to make minor decisions with minimal supervision in accordance with established procedures. • Ability to read, write and communicate in English to understand directions and communicate with students. • Ability to participate in NSSEO approved behavior management procedures, Nonviolent Crisis Intervention Training (NVCI) and to apply training in crisis situations including student restraints as needed.Attachment(s):BOARD CERTIFIED BEHAVIOR ANAYLYST.pdf

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