Are you a dedicated BCBA or Behavior Specialist passionate about making a difference in students' lives? Leland & Gray invites you to become a valued member of our in-district programs, where you'll support students with diverse needs, including those on the autism spectrum, with emotional and behavioral challenges, low-incidence disabilities, and social/emotional difficulties.

 

At Leland & Gray, you'll be part of a collaborative environment, working alongside talented educators to empower students to achieve their full potential.

 

Help us create a supportive and inclusive space where every student can thrive.

 

Apply now and make an impact!

 

 

WINDHAM CENTRAL SUPERVISORY UNION

 

JOB DESCRIPTION

 

JOB TITLE: BCBA / Behavior Specialist for Middle & High School

REPORTS TO: Building Principal & Director of Student Services

APPROVED BY: Superintendent of Schools

UPDATED: 4/2025

FLSA STATUS: Non-Exempt

POSITION OBJECTIVES:

To assess, develop, implement, and monitor individualized behavioral and instructional programs for students with a variety of needs, including those on the autism spectrum, with emotional and behavioral challenges, or low-incidence disabilities, students with social/emotional challenges and other students with various needs. This role includes providing training, direct services, consultation, and support to school staff to promote positive behavioral interventions and student success. The position is open to Board Certified Behavior Analysts (BCBA) or experienced Educators with relevant expertise and extensive experience in behavior management.

ESSENTIAL DUTIES AND RESPONSIBILITIES 

• Conduct Functional Behavior Assessments (FBAs) and develop Behavior Intervention Plans (BIPs) tailored to individual student needs.
• Provide professional development to staff on preventative actions, BCBA strategies, responses to behavior, etc.  
• Provide ongoing consultation and modeling to staff for implementing evidence-based behavioral strategies and interventions.
• Support initiatives and processes to enhance communication and collaboration regarding SEL and behavior strategies.
• Collect, analyze, and report data on student performance and behavior, making data-driven recommendations for program adjustments.
• Monitor and assess the effectiveness of SEL and behavioral programs implemented by staff, ensuring alignment with district goals and student needs.
• Design and deliver staff development sessions on behavior management, de-escalation techniques, and related topics.
• Collaborate with school teams, including administrators, teachers, paraeducators, and related service providers, to develop and implement strategies promoting student progress.
• Develop and deliver training and professional development sessions for SEL/Behavior Paraeducators focused on best practices, evidence-based interventions, and student support systems.
• Provide on-going coaching and training to staff.
• Provide direct support to students in both classroom and community settings to address challenging behaviors and skill development in all in-district school settings.
• Provide information for terms developing Individualized Education Programs (IEPs), 504 Plans, and other educational plans, ensuring alignment with best practices in behavioral intervention.
• Monitor and assess the fidelity of behavioral interventions across settings, providing feedback and training as needed.
• Participate in crisis intervention and provide de-escalation support in high-stress situations while adhering to non-aversive (preventative strategies) behavior management practices.
• Support families by sharing strategies and providing training to reinforce student learning and behavior goals at home.
• Stay up-to-date on emerging research, tools, and techniques in applied behavior analysis and special education.
• Maintain working knowledge of adaptive and assistive technology to support student needs effectively.
• Maintain records, complete reports, and ensure compliance with district, state, and federal regulations related to student programs.
• Make recommendations to teach classroom teachers how to adapt general classroom material/methods as appropriate to meet the needs of students, in consultation with classroom and/or special education teacher. 
• Participate in team meetings upon request to assist in developing student plans, and assessing and evaluating student needs and progress. Confer with teachers, parents and administrators as appropriate concerning various matters pertaining to the students. 
• Perform other related duties as assigned. 

 

SUPERVISION RECEIVED: 

General supervision provided by the Building Principal and Director of Student Services. Collaboration with Educators and support staff is essential.

 

SUPERVISORY RESPONSIBILITIES:

The Behavior Specialist will have co-supervisory responsibilities over Paraeducators with the program Special Educators. This includes providing mentorship, training, and performance evaluations, as well as ensuring the fidelity of SEL and behavioral interventions in alignment with district-wide goals and student success frameworks.

 

QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:

• Education and Certification.
• Board Certified Behavior Analyst (BCBA) certification preferred.
• Licensed Educator with extensive experience in behavior management accepted.
• Master’s Degree preferred in relevant fields, including but not limited to Education, Psychology, Applied Behavior Analysis, Social Work, Counseling, Speech-Language Pathology.

      Experience.

• Minimum of two years of experience working with students with behavioral challenges. 
• Demonstrated knowledge of applied behavior analysis (ABA), behavior intervention practices, SEL approaches, and (if possible) a broad understanding of special education practices.

• Communication & Interpersonal Skills. 
• Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively.  Ability to provide effective instruction and receive constructive feedback.
• Strong analytical and data-driven decision-making skills.
• Excellent interpersonal, communication, and collaboration abilities:
• Ability to communicate courteously, efficiently and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations.
• Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies.
• Ability to show patience, respect and compassion in working with students.
• Ability to effectively resolve conflicts and handle stress. 
• Proficiency with digital tools for data collection and adaptive technologies.
• Reasoning Ability/Mental Requirements. Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.  Ability to anticipate and diffuse emotionally explosive situations.  
• Other Qualifications. Experience working with children/adolescents. Training/experience working with students who have special needs is desirable. Ability to assist students physically as required.

• Additional Competencies.  The individual in this position must possess the following:

• Patience, empathy, and commitment to supporting students with diverse needs.
• Ability to remain calm under pressures, particularly in crisis situations.
• Adaptability, creativity, and flexibility in problem-solving and program development.
• Independence – guiding oneself with little or no supervision, and depending on oneself to get things done.
• Social Orientation - preferring to work with others rather than alone, and being personally connected with others on the job.