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Greenwich Public Schools seeks a Board-Certified Behavior Analyst (BCBA) for a Positive Pathways Program focusing on behavior supports for K-5 students.

The BCBA will provide district-wide consultation and support in all areas of behavior management, including clinical and educational support for individual students and training for individual team members.

• Possesses and shares extensive knowledge in the areas of autism, behavior disorders, behavior management, and behavioral intervention techniques
• Serves as an information clearinghouse for school personnel regarding appropriate behavior management techniques.
• Provides ongoing consultation to staff who work with students who exhibit behavioral difficulties
• Engages in a coaching and learning approach that effectively supports educators and students
• Collaborates with school staff and families to improve communicative, social, academic, and behavioral outcomes for all students
• Supervises RBT/ DT interventionists
• Effectively communicates and collaborates with educational teams, school administrators, students, and parents/guardians to identify goals, plan and implement evidence-based practices in the delivery of assessment, instruction, and behavioral principles
• Shares research, effective instructional practices, and emerging trends that can be applied in classroom settings
• Participated in program and classroom team meetings
• Provides training and support to staff in the development of Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs)
• Provides support to staff in effective teaching practices so that students are able to progress in accordance with their IEPs
• Assesses school staff development needs, and researches and designs training programs based on those needs
• Participates in staff development through conferences, training, and seminars to maintain and develop core competencies
• Develops and monitors systems designed to meet the needs of individual students, classrooms, and each school site as a whole
• Develops strategies for fading students from 1:1 staffing ratios to small-group staffing ratios
• Conducts regular quality assurance checks at the individual student, staff, classroom, and site levels to make recommendations for improvement
• Conducts Functional Behavioral Assessments (FBAs) for individual students
• Evaluates assigned students and designs Behavior Intervention Plans (BIPs) including data collection systems
• Designs visual supports that allow for the independence of students
• Collaborates with others and serves as a resource and/or consultant to parents/guardians, students, and school personnel on topics related to student behaviors
• Provides ongoing consultation to individual student teams, school faculty, parents, and staff in behavioral analysis and characteristics and evidence-based practices
• Supports and trains special educators and other staff to complete FBAs, implement BIPs, and collect and analyze data
• Designs and assists special educators to implement inclusive programs that educate students in the least restrictive environment
• Works collaboratively with special educators and classroom teachers to design lesson plans that specify how students will be included in classroom activities meaningfully with the use of curriculum overlapping
• Works collaboratively with related service personnel (Speech and Language Pathologists, Occupational Therapists, School Psychologists, and Physical Therapists) to design services, supports, and accommodations that support individual learners with developmental disabilities in the general education environment
• Provides leadership in the organization and implementation of ongoing professional development and training for special educators, classroom teachers, paraeducators, and interventionists
• Maintains professional competence and knowledge of best practices in behavior therapy
• Maintains current best practice for identification, assessment, and diagnostic techniques through readings, attendance at conferences, workshops, memberships in professional organizations, and other relevant activities in accordance with district guidelines

• Use of district-issued digital tools

• Board-Certified Behavior Analyst (BCBA) license in addition to CT State Teacher Certification

• Bachelor’s from an accredited college or university in education discipline applicable to teaching assignment
• Master’s Degree preferred