NP Transformation - Behavior Analyst- BCBA bei CHILDRENS GUILD INC

Description

Are you interested in working with an organization that is transforming the way America cares for and educates its children?

The Children’s Guild is seeking an experienced Director of Behavioral Services to 1) support the Children's Guilds behavior motivation model and provide supervision, modeling, and mentoring to staff executing the model; 2) maintain regulatory compliance with all governing requirements and licensing agencies (COMAR, MSDE, OSSE); 3) identify needs then develop and provide training experiences for school personnel including teachers, teaching assistants, therapeutic behavior aides, social workers, resource instructors, and related service providers; 4) provide direct supervision to Behavior Coordinator and/or Behavior Specialists aides in compliance with regulations for identified students; 5) work collaboratively with the schools IEP coordinator and student LEAs to assure standards of service delivery are aligned with requirements from each jurisdiction served and; 6) serve as a behavioral resource to parents, community providers, and the greater school community.

Summary

The Children's Guild is a nonprofit organization serving children, families, and child-serving organizations. We provide individualized transformational experiences to ensure children, families, and communities thrive through education, behavioral health, management, and consulting services. The Children's Guild operates the Monarch Academy public charter and contract schools, Monarch Preschool College Park, The Children's Guild DC Public Charter School, The Children’s Guild Transformation Academy, the TranZed Academy for Working Students, TranZed Apprenticeships, treatment foster care, and outpatient mental health clinics.  We are among the most experienced child-serving organizations in the Greater Baltimore/Washington region and are expanding in regional and national programs.

Our DEI Commitment

Diversity, Equity, Accessibility, and Inclusion are fundamental values at The Children’s Guild. We are committed to building and sustaining an inclusive and equitable working and learning environment for all students, staff, and families at The Children’s Guild. We believe every member of our team strengthens our diversity by showing us a broad range of ways to understand, engage, care for, and educate. 

All Guild employees are expected to demonstrate an awareness of, respect for, and attention to the diversity of the people with whom they interact (person served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structure, policies, and services.

Essential Duties and Responsibilities

• Support the Children's Guilds behavior motivation model and provide supervision, modeling, and mentoring to staff executing the model.
• Maintain regulatory compliance with all governing requirements and licensing agencies (COMAR, MSDE, OSSE).
• Identify needs then develop and provide training experiences for school personnel including teachers, teaching assistants, therapeutic behavior aides, social workers, resource instructors, and related service providers.
• Provide direct supervision to Behavior Coordinator and/or Behavior Specialists aides in compliance with regulations for identified students.
• Work collaboratively with the schools IEP coordinator and student LEAs to assure standards of service delivery are aligned with requirements from each jurisdiction served.
• Serve as a behavioral resource to parents, community providers, and the greater school community.
• Assumes other duties as assigned.

Knowledge, Skills, and Abilities

• Commitment and drive to develop the potential of others and the interpersonal skills necessary to do so.
• Possess a value system that is consistent with the organizations philosophy and goals
• Demonstrate leadership skill, be mentally alert, physically healthy and possess the stamina needed to work with children in a dynamic environment.
• Possess a desire to grow, learn and change, and to serve as a role model.
• This position requires significant knowledge and experience with behaviors associated with emotional disturbance and autism in children grades K-12.
• Work closely with both the behavioral resource instructors as well as the clinical team.

Competencies

To perform the job successfully, an individual will retain accountability for the following Key Result Areas (KRAs).

Note: The KRAs are the measurable outcomes tied to the specific responsibilities outlined in the JD. Only designate a responsibility as a KRA if you are consistently measuring it.

Key Result Area #1: Responding to Mindset in Behavior

1. Demonstrates pro-active use of behavior management strategies that provide emotionally and physically safe spaces for students to regulate their behavior.
2. Identifies alternate behaviors to be taught to the students that align with Individual Educational Plans and Behavioral Intervention Plans.
3. Actively monitors and supervises interventions with physically aggressive or self-injurious students for safety.
4. Analyzes the therapeutic impact of interventions for students in distress. Facilitates case reviews/studies with therapeutic behavior aides regarding behavioral interventions.
5. Develops replacement behaviors to meet the emotional and physical needs of children in distress.
6. Assists staff with understanding the root cause of aberrant behaviors and effective interventions to reduce/eliminate these behaviors.
7. Assures the methodology of practice aligns with the school's Positive Behavior Intervention Model.
8. Assures the therapeutic focus is strength-based to maximize academic performance.
9. Utilizes continuous data collection and analysis to make decisions.

Key Result Area #2: Management of Behavioral Services in the School

1. Assures that parents, families, and providers are contacted in a timely manner with information relevant to their students.
2. Provides behavioral supervision to all therapeutic behavioral aides in a timely and effective way.
3. Facilitates behavioral meetings.
4. Facilitates case study review meetings.
5. Assists in reviewing classroom management programs as part of an interdisciplinary team to include observation and team meetings and provides direction to classroom staff regarding appropriate behavior management techniques.
6. This offers parents the opportunity to work with the BCBA in developing a behavioral program for the home that aligns with the students' educational behavioral plan.
7. Supervises data collection, data entry into School-Wide Information System, and completion of Student Intervention Reports.
8. Assists with the development of FBA/BIPs and monitoring implementation.
9. Participates in IEP meetings as requested.

Key Result Area #3: Regulatory Compliance

1. Aligns daily practice with COMAR regulations and District of Columbia/OSSE regulations.
2. Develops and monitors systems to ensure that resource instructors and therapeutic behavior aides are following regulations and are compliant with all required notifications and documentation.

Key Result Area #4: Training

1. Provides staff have assistance and support in understanding the students' FBA/BIP and the components of effective intervention plans.
2. Participates in and graduates from the Children's Guilds Pre-Service Training Program.
3. Participates and/ or serves as an instructor in The Children's Guild College of Transformation Education and the school's weekly professional development activities.
4. Assists in assessing programming for staff training needs.
5. Participates in campus in-service training and agency in-service training.
6. Provides in-class support for students with behavior management problems.

Key Result Area #5: Professional Development

1. Maintains licensing and continuing education requirements.

Key Result Area #6: Positive Student Intervention

1. Executes PBIS throughout the school program.
2. Integrates the Transformation Education philosophy into the behavioral practices of the school.
3. Fully implements staff and student culture card meetings
4. Assures that behavior motivation practices incorporate PBIS, FBA/BIP strategies, all of which include parent input.
5. Monitors safety for potentially high-risk situations and aligns students' FBA/BIP with the IEP goals and objectives.

Key Result Area #9: Workplace Conditions

1. Successfully completes the Pre-service Training Program
2. Successfully completes and demonstrates competency in training on the prescribed behavior management program.
3. Assists team members in crisis intervention.
4. Shared office space, e.g., team office.
5. Attends evening meetings as requested.
6. Completes all other duties as requested.

 

Cultural Awareness Expectations

• The Children’s Guild employees are expected to honor the diversity that makes up our community. This includes being respectful and accepting of everyone's identity. The Children’s Guild empowers employees to share their own identities and encourages all members to learn from each other to foster a safe, tolerant, and diverse community.
• The Children’s Guild expects all to contribute to a space where individuals can grow, learn, share, and embrace differences in a respectful environment. The Children’s Guild recognizes that expressing personal and cultural identity is crucial to cultivating a safe community for staff, children, and families.
• Staff will build an empathetic, supportive, and equitable environment for the students and families we serve.
• Staff will value all children and families we serve and colleagues by embracing their diverse talents, perspectives, identities, and experiences while fostering inclusion that inspires innovation, encourages respect, and promotes growth.
• Staff will attract and sustain a diverse workforce by recruiting, hiring, developing, and retaining employees who work collaboratively to carry out the mission of The Children’s Guild.

Supervisory Responsibilities

This position supervises the behavior coordinator and behavior specialist. Aides in coordination with the principal and/or Principals designee.

Qualifications

Education Qualifications

The Director of Behavioral Services must have a Master’s Degree or higher from a behavioral analysis educational program or similar program. Additional relevant experience may be considered in lieu of degree requirements.

Certificates, Licenses, Registrations

The Director of Behavioral Services must be eligible to achieve the Certification by the Behavior Analyst Certification Board (BCBA or BCBA-D). The Director of Behavioral Services must be certified or eligible for certification in crisis management and CPR/First Aid.

Remote/Telework Eligibility

This position is remote/telework eligible at the direction of the Principal.

Work Location and Travel Requirements

The Director of Behavioral Services will report to their assigned work location outlined in offer letter or based on organization need.

Physical Demands

An employee must meet the physical demands described here to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

While performing the duties of this job, the Director of Behavioral Services is frequently required to stand; walk; sit; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl and talk or hear. They must frequently lift and/or move more than 75 pounds.  Specific vision abilities required by this job include the ability to adjust focus.

EEOC Statement

The Children’s Guild provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristics protected by federal, state, or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

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