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Certified BCBA / Behavior Interventionist bei Oakland Schools

Oakland Schools · Oakwood, Vereinigte Staaten Von Amerika · Onsite

2025-10-23 14:00:00.0

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Certified BCBA / Behavior Interventionist

JobID: 14389

Position Type:
Certified Student Support Services/Certifed Other

Date Posted:
10/21/2025

Location:
Oakwood Elementary

District:
Brandon School District

  Additional Information: Show/Hide
POSITION:           Certified BCBA / Behavior Interventionist – req 14389
This position is partially funded with 31N funds

LOCATION:         Oakwood Elementary

DESCRIPTION OF THE DISTRICT:
The Brandon School District is a mid-size school district nestled in Northwest Oakland County. The district has approximately 1,000 students in junior kindergarten-5^th grade between the two elementary schools, approximately 600 at the middle school level and approximately 850 at the high school. This small, tight knit community has a strong connection to its schools and is passionate about the education of its youth. Brandon High School sends 85-90% of its graduates to post-secondary school each year, it was ranked in the 82^nd percentile of all schools in the State on the top-to-bottom rankings and it was awarded as a Silver Medal Winner by the US News. Our elementary schools are both one-to-one technology are each near the 83rd percentile in State rankings.

POSITION DESCRIPTION:
This position is split between a building position and district-wide position. The incumbent in this position will be a building leader assisting in the planning, coordination and administration of school activities and programs, responsible for creating a positive learning environment for all students, monitoring student behavior and working towards resolution with any behavior concerns. In addition, this position will serve as a District-wide consultant to classroom staff in areas of student social/emotional growth and behavior management. This role is also responsible for training, modeling and supporting building teams and principals on the critical features and essential practices of behavior management in classroom settings.
This impactful position, partially funded through the State 31n(6) Mental Health Expansion Grant, offers the chance to make a meaningful difference at both the school and community level.

MINIMUM QUALIFICATIONS:

Board Certified Behavior Analyst (BCBA)
Experience in supporting success for students with significant behavioral challenges
Must be CPI trained or willing to be CPI trained within 30 days of hire and annually update certification.

KNOWLEDGE, SKILLS AND ABILITIES:

Well-versed in educational law and education acts
Understanding of restorative practices
Knowledge of PBIS practices
Exceptional interpersonal skills to build successful working relationships
Demonstrated ability to provide leadership that results in teamwork and collaborative working relationships
Ability to speak clearly and concisely both in oral and written communication
Ability and desire to work effectively with students, staff and community

Excellent organizational and analytical skills, task oriented, detail oriented and deadline oriented
Demonstrate strong technical skills, software skills: Google Docs/Classroom, Excel, MiStar
Knowledge of agency supports and services for students with disabilities
Strong leadership skills: motivating, delegating, reliability, follow-through
Ability to develop positive rapport with staff, students, parents

MAIN DUTIES / BUILDING RESPONSIBILITIES:

Assist the Principal in the management of the school
Lead the process for student behavior management/discipline; involve the Principal as necessary
Support and create programs to develop positive student behavior as well as intervention strategies
Facilitate restorative practices
Ensure accuracy and consistent reporting of student discipline
Monitor student attendance and academic progress and take appropriate action as necessary
Work with District mental health teams on the development and implementation of student support programs, including MTSS and Tier 1 support
Supervise and monitor student activities such as lunch, assemblies and other school programs
Interact with students in a constructive manner to encourage each student to perform at their highest level
Actively cultivate positive relationships with students, parents, staff, community agencies and community members
Provide for due process in accordance with federal, state and school district policies, ensuring confidentiality
Adhere to the District's policies
Conduct himself/herself in a professional manner commensurate with his/her position, and project a good public image of the School District in partnering with the community and employee groups
Other duties as assigned

DISTRICT-WIDE RESPONSIBILITIES AS NEEDED:

Work with staff to deepen understanding of student behaviors through data analysis and the development of Behavior Intervention Plans to support increased student growth and achievement around behavior and its function
Provide support/training (as needed) to Paraeducators
Provide leadership in the area of positive behavioral supports and behavior analysis
Support and collaborate with building teams to conduct Functional Behavioral Assessments and develop and implement Behavior Intervention Plans, as needed
Assist building teams in the planning and provision of hands-on training of general education teachers and support staff regarding the implementation of specific, individualized and/or class wide behavior interventions and supports
Provide professional learning and training regarding Positive Behavior Intervention Supports and Functional Behavior Assessment processes
Knowledge in Non-Violent Crisis Intervention, Seclusion and Restraint laws, and other relevant topics
Use data-based decision making to lead a problem solving model in dealing with student academic and behavioral concerns
Work collaboratively with all school staff to promote the continued focus on positive school climate
Other duties as assigned

REPORTS TO: Building Principal and Director of Student Support Services
WORKDAY/WEEK: Per Building Schedule(s)
STARTING DATE: ASAP
COMPENSATION: Per BEA Master Agreement
POSTING DATE: October 21, 2025

POSTING DEADLINE: Internal: October 23, 2025
External: Until Filled

The Brandon Board of Education is committed to a policy of non-discrimination in relation to race, color, sex, age, religion, height, weight, gender identity, marital status, disability and national origin. For all concerns and complaints for issues relating to Title IX, Section 504, the Age Discrimination Act and Title II, please contact Megan Koslowski, Title IX Coordinator at 1025 S. Ortonville Road, Ortonville, MI 48462, (248) 627-1800.

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Certified BCBA / Behavior Interventionist bei Oakland Schools

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