{"schemaVersion":"jobsearcher.job.v1","id":"bbe44669c7449987f4e26f6e","url":"https://jobsearcher.com/jobs/bbe44669c7449987f4e26f6e","canonicalUrl":"https://jobsearcher.com/jobs/bbe44669c7449987f4e26f6e","title":"Board Certified Behavior Analyst (BCBA)","description":"Description\n\nYou Are:\n\nA kind, communicative, social justice leader that seeks an operations position, with a strong belief that you will work to keep the E.L. Haynes community is safe as our students prepare to thrive in college, career, and life. You want to support students in order to create a more just and equitable world. You have a growth mindset, want to develop the perspective, agency, and urgency to make a positive impact in the world around you, and take actions that promote justice and equity in your community.\n\nPOSITION OVERVIEW:\nE.L. Haynes Public Charter School is looking for a dynamic, committed, and flexible school-based behavior analyst to perform behavioral analysis and intervention support for general education students and students receiving specialized education services in grades PreK3 through 12. The Haynes school-based behavior analyst will work closely with school mental health practitioners, school-based student support teams, school leaders, and teachers across all campuses to execute a tiered approach to behavior support at the school level. This position is full-time and reports to the Managing Director of Student Support Services.\n\nThe Board Certified Behavior Analyst (BCBA) provides behavior analysis services and helps develop behavior management plans for both students who receive special education and students who are receiving support through Multi-tiered System of Supports (Tiers 2 and 3). The BCBA will also support professional development and training.\n\nStarting Salary: $79,639 - $94,576\n\nKEY RESPONSIBILITIES:\nBEHAVIOR ANALYSIS- 30%\n\nComplete comprehensive functional behavioral assessments and behavior plans for general education and special education students.\n\nReview and update behavior intervention plans and assessments accordingly in a timely manner using data analysis. Schedule review meetings with parents and school staff.\n\nCOLLABORATIVE TEAMING - 40%\n\nDemonstrates positive, collaborative problem-solving orientation with students, parents and guardians, educators, administrators, community members, and colleagues.\n\nImplement student behavior plans by modeling interventions, creating data tracking systems, and developing tools to collect progress-monitoring data for school staff.\n\nServes in a consultative role with school teams to offer prevention and intervention strategies for students in the behavior RTI process; and provides consultation on an ongoing basis to teachers, parents, and other school personnel to resolve students’ learning and behavioral problems.\n\nTrain school staff in creating and executing evidence-based behavior interventions for students, use of data collection tools, behavior analysis techniques, and how to monitor fidelity.\n\nParticipates in multi-disciplinary team meetings at schools to provide guidance on IEP goals and supports and student LRE placement.\n\nSCHOOL AND COMMUNITY SUPPORT- 30%\n\nServe as a full-time and engaged member of the E.L. Haynes team.\n\nBelieves deeply in the mission and values of E.L. Haynes\n\nHolds high expectations for each student.\n\nExhibits positive rapport with students.\n\nEstablishes and maintains strong communication lines with all stakeholders: school administrators, teachers, parents, and other staff.\n\nMust be self-motivated, a team player, and exercise patience/professionalism.\n\nConduct functional behavior assessments.\n\nSupervise ABA Technicians implementing ABA based treatment plans.\n\nProvide 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.\n\nAssist 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.\n\nOngoing training and supervision of paraprofessional staff in implementation of ABA principles and methodology and behavior reduction strategies.\n\nPerform other duties as assigned.\n\nWork collaboratively with building and district staff to promote positive student behavior by providing professional development that targets research, strategies, and modeling of instructional practices to support staff in their implementation of positive support and Whole Child Model.\n\nDemonstrate expertise in the area of data collection and behavior analysis.\n\nAssists case managers, psychologists, and social workers in writing of comprehensive functional behavior assessments and behavior intervention plans and instructional methodologies for staff.\n\nDemonstrate behavior management ideas and/or techniques.\n\nProvide training in the use of data collection, positive behavior supports, intervention techniques and instructional methodologies for staff.\n\nDevelop materials and provide resources for and provide professional development to administrators, educators, paraprofessionals and parents/guardians.\n\nAttend IEP, eligibility, or other meetings as necessary and provide related behavioral information.\n\nWork with students who exhibit maladaptive/unexpected behaviors and provide support and professional learning for staff who work with such students.\n\nTravel to school sites as required for observations, functional behavioral assessments, behavior intervention plans, or programmatic recommendations for individual students.\n\nConducts functional behavior assessments and educational assessments, accurately identifying the function of challenging behavior and socially valid, pivotal behaviors to target.\n\nDevelops treatment plans that recommend individualized, evidence-based behavioral strategies in a format accessible to staff, family members, other professionals.\n\nDevelops strong collaborative relationships and trains school staff to implement effective techniques across all environments, promoting progress and generalization.\n\nProvides ongoing training of school staff, ensuring treatment integrity and supporting the professional growth of staff.\n\nMonitors progress and evaluates treatment effectiveness regularly, maintaining high rates of progress.\n\nIdentifies behavior goals and intervention techniques utilizing non-aversive behavior change methods.\n\nSelects intervention and strategies according to the needs and desires and abilities of the individual, and prepares written behavior interventions and strategies, and support plans.\n\nCompletes reports and other paperwork within the established timeframes.\n\nParticipate in building and district-level meetings as appropriate.\n\nRespond to student/staff/parent concerns and work collaboratively to ensure needs are met equitably.\n\nAssist in other areas as needed.\n\nComplete other duties as assigned.\n\nQualifications\n\nQualifications\n\nMaster's Degree in Behavior Analysis, Applied Behavior Analysis, Education/Special Education, Psychology or a related field.\n\nCertification as a Board Certified Behavior Analyst (BCBA), in good standing with the Behavior Analyst Certification Board.\n\nExtensive skills in behavioral assessment and behavior support plan development.\n\nExtensive knowledge of data analysis.\n\nExperience and commitment to working with limited access to quality educational opportunities.\n\nExperience working in an urban public school system (Preferred).\n\nAt least two years of experience as a Board Certified Behavior Analyst (Preferred)\n\nPass a criminal background check, as required by law.\n\nExcellent organizational skills with attention to detail and creative problem-solving skills.\n\nMust be a Board Certified Behavior Analyst.\n\nExperience supervising paraprofessionals implementing ABA based treatment programs.\n\nCompletion of supervision training.\n\nExperience working with children with developmental disabilities.\n\nExperience working with children with behavior problems.\n\nExperience conducting family trainings on ABA based treatment plans.\n\nExcellent communication skills.\n\n#J-18808-Ljbffr","company":"Anova","rawCompany":"anova","city":"Washington","state":"DC","isRemote":false,"isActive":false,"createdAt":"2026-09-07T03:19:45.722Z","occupations":[{"code":"25-2059.00","title":"Special Education Teachers, All Other","slug":"special-education-teachers-all-other"},{"code":"25-9043.00","title":"Teaching Assistants, Special Education","slug":"teaching-assistants-special-education"},{"code":"25-2056.00","title":"Special Education Teachers, Elementary School","slug":"special-education-teachers-elementary-school"}],"industries":[{"code":"611110","title":"Elementary and Secondary Schools","slug":"elementary-and-secondary-schools"},{"code":"624110","title":"Child and Youth Services","slug":"child-and-youth-services"},{"code":"611710","title":"Educational Support Services","slug":"educational-support-services"}],"jobPosting":{"@context":"https://schema.org","@type":"JobPosting","title":"Board Certified Behavior Analyst (BCBA)","description":"Description\n\nYou Are:\n\nA kind, communicative, social justice leader that seeks an operations position, with a strong belief that you will work to keep the E.L. Haynes community is safe as our students prepare to thrive in college, career, and life. You want to support students in order to create a more just and equitable world. You have a growth mindset, want to develop the perspective, agency, and urgency to make a positive impact in the world around you, and take actions that promote justice and equity in your community.\n\nPOSITION OVERVIEW:\nE.L. Haynes Public Charter School is looking for a dynamic, committed, and flexible school-based behavior analyst to perform behavioral analysis and intervention support for general education students and students receiving specialized education services in grades PreK3 through 12. The Haynes school-based behavior analyst will work closely with school mental health practitioners, school-based student support teams, school leaders, and teachers across all campuses to execute a tiered approach to behavior support at the school level. This position is full-time and reports to the Managing Director of Student Support Services.\n\nThe Board Certified Behavior Analyst (BCBA) provides behavior analysis services and helps develop behavior management plans for both students who receive special education and students who are receiving support through Multi-tiered System of Supports (Tiers 2 and 3). The BCBA will also support professional development and training.\n\nStarting Salary: $79,639 - $94,576\n\nKEY RESPONSIBILITIES:\nBEHAVIOR ANALYSIS- 30%\n\nComplete comprehensive functional behavioral assessments and behavior plans for general education and special education students.\n\nReview and update behavior intervention plans and assessments accordingly in a timely manner using data analysis. Schedule review meetings with parents and school staff.\n\nCOLLABORATIVE TEAMING - 40%\n\nDemonstrates positive, collaborative problem-solving orientation with students, parents and guardians, educators, administrators, community members, and colleagues.\n\nImplement student behavior plans by modeling interventions, creating data tracking systems, and developing tools to collect progress-monitoring data for school staff.\n\nServes in a consultative role with school teams to offer prevention and intervention strategies for students in the behavior RTI process; and provides consultation on an ongoing basis to teachers, parents, and other school personnel to resolve students’ learning and behavioral problems.\n\nTrain school staff in creating and executing evidence-based behavior interventions for students, use of data collection tools, behavior analysis techniques, and how to monitor fidelity.\n\nParticipates in multi-disciplinary team meetings at schools to provide guidance on IEP goals and supports and student LRE placement.\n\nSCHOOL AND COMMUNITY SUPPORT- 30%\n\nServe as a full-time and engaged member of the E.L. Haynes team.\n\nBelieves deeply in the mission and values of E.L. Haynes\n\nHolds high expectations for each student.\n\nExhibits positive rapport with students.\n\nEstablishes and maintains strong communication lines with all stakeholders: school administrators, teachers, parents, and other staff.\n\nMust be self-motivated, a team player, and exercise patience/professionalism.\n\nConduct functional behavior assessments.\n\nSupervise ABA Technicians implementing ABA based treatment plans.\n\nProvide 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.\n\nAssist 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.\n\nOngoing training and supervision of paraprofessional staff in implementation of ABA principles and methodology and behavior reduction strategies.\n\nPerform other duties as assigned.\n\nWork collaboratively with building and district staff to promote positive student behavior by providing professional development that targets research, strategies, and modeling of instructional practices to support staff in their implementation of positive support and Whole Child Model.\n\nDemonstrate expertise in the area of data collection and behavior analysis.\n\nAssists case managers, psychologists, and social workers in writing of comprehensive functional behavior assessments and behavior intervention plans and instructional methodologies for staff.\n\nDemonstrate behavior management ideas and/or techniques.\n\nProvide training in the use of data collection, positive behavior supports, intervention techniques and instructional methodologies for staff.\n\nDevelop materials and provide resources for and provide professional development to administrators, educators, paraprofessionals and parents/guardians.\n\nAttend IEP, eligibility, or other meetings as necessary and provide related behavioral information.\n\nWork with students who exhibit maladaptive/unexpected behaviors and provide support and professional learning for staff who work with such students.\n\nTravel to school sites as required for observations, functional behavioral assessments, behavior intervention plans, or programmatic recommendations for individual students.\n\nConducts functional behavior assessments and educational assessments, accurately identifying the function of challenging behavior and socially valid, pivotal behaviors to target.\n\nDevelops treatment plans that recommend individualized, evidence-based behavioral strategies in a format accessible to staff, family members, other professionals.\n\nDevelops strong collaborative relationships and trains school staff to implement effective techniques across all environments, promoting progress and generalization.\n\nProvides ongoing training of school staff, ensuring treatment integrity and supporting the professional growth of staff.\n\nMonitors progress and evaluates treatment effectiveness regularly, maintaining high rates of progress.\n\nIdentifies behavior goals and intervention techniques utilizing non-aversive behavior change methods.\n\nSelects intervention and strategies according to the needs and desires and abilities of the individual, and prepares written behavior interventions and strategies, and support plans.\n\nCompletes reports and other paperwork within the established timeframes.\n\nParticipate in building and district-level meetings as appropriate.\n\nRespond to student/staff/parent concerns and work collaboratively to ensure needs are met equitably.\n\nAssist in other areas as needed.\n\nComplete other duties as assigned.\n\nQualifications\n\nQualifications\n\nMaster's Degree in Behavior Analysis, Applied Behavior Analysis, Education/Special Education, Psychology or a related field.\n\nCertification as a Board Certified Behavior Analyst (BCBA), in good standing with the Behavior Analyst Certification Board.\n\nExtensive skills in behavioral assessment and behavior support plan development.\n\nExtensive knowledge of data analysis.\n\nExperience and commitment to working with limited access to quality educational opportunities.\n\nExperience working in an urban public school system (Preferred).\n\nAt least two years of experience as a Board Certified Behavior Analyst (Preferred)\n\nPass a criminal background check, as required by law.\n\nExcellent organizational skills with attention to detail and creative problem-solving skills.\n\nMust be a Board Certified Behavior Analyst.\n\nExperience supervising paraprofessionals implementing ABA based treatment programs.\n\nCompletion of supervision training.\n\nExperience working with children with developmental disabilities.\n\nExperience working with children with behavior problems.\n\nExperience conducting family trainings on ABA based treatment plans.\n\nExcellent communication skills.\n\n#J-18808-Ljbffr","datePosted":"2026-09-07T03:19:45.722Z","dateModified":"2026-09-07T03:19:45.722Z","hiringOrganization":{"@type":"Organization","name":"Anova","sameAs":"https://jobsearcher.com"},"jobLocation":{"@type":"Place","address":{"@type":"PostalAddress","addressLocality":"Washington","addressRegion":"DC","addressCountry":"US"}},"identifier":{"@type":"PropertyValue","name":"JobSearcher","value":"bbe44669c7449987f4e26f6e"},"url":"https://jobsearcher.com/jobs/bbe44669c7449987f4e26f6e"}}