BCBA Position Available In Chittenden, Vermont

BCBA
South Burlington School District
F H Tuttle Middle School Special Educators – South Burlington, Vermont Job Details

Job ID:

5112995

Application Deadline:

Posted until filled

Re-Posted:

Jun 19, 2025

Starting Date:

Immediately
Job Description

Position Title:

Board Certified Behavior Analyst (BCBA)
LocationDistrict/Assigned Location

Job Group:

Non-Union, Support Staff

Pay Level:

Exempt, Pay Grade 34

Reports To:

Executive Director of Educational Support Services

Position Objective:

To lead, coordinate, and provide ongoing consultation and professional development in designing, implementing, and evaluating instructional and environmental modifications for students. Identifies and applies evidence-based practices for students needing specialized support. Assists educators and learners to achieve significant social and academic improvements through skill acquisition and environmental redesign.

Essential Duties and Responsibilities:

Collaborates with others and serves as a resource and/or consultant to parents, students, and school personnel on topics related to student challenges.
Provides ongoing consultation to individual student teams, school faculty, parents, and staff in behavioral analysis and evidence-based practices as assigned.
Coaches and supports special educators and other staff to complete observations and analysis, implement support plans, and collect and analyze data.
Designs and assists special educators and classroom teachers 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 Language Pathologist, Occupational Therapist, Psychologist, and Physical Therapist) to review systems and practices with an equitable lens. Focusing on student and family strengths in the design of systems, services, supports and accommodations.
Provides leadership in the organization and implementation of ongoing professional development and coaching for special educators, classroom teachers, paraeducators and interventionists.
Attends building-based and district meetings as needed and able.
Maintains professional competence and knowledge of best practices in behavior analysis with a cultural competence lens.
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.
Organizes and maintains a resources library to include equipment and materials for students needing specialized support.
At the discretion of the supervisor, may plan, develop, deliver, and monitor support programs for assigned students.
Conducts observations and analysis of behaviors and environments for individual students and teachers.
Designs Support Plans for teachers and students; including data collection systems.
Designs environmental supports that allow for the independence of students.
May perform other work related responsibilities as assigned.

Qualification Requirements:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential duties.

Education and Experience:

Master’s degree in psychology, mental health, education, or other appropriate discipline, plus three (3) years of direct experience in behavioral analysis in public school or a clinical setting. Individuals must be knowledgeable about behavior analysis programs that are based on empirical research, include the direct observation and measurement of behavior, and utilize antecedent stimuli, positive reinforcement, and other consequences to produce behavior change. Demonstrates experience in professional development in behavior analysis, characteristics, and evidence-based interventions for students with developmental disabilities, especially autism spectrum disorders. Experience and/or training in examining practice for cultural competence and equity.

Certification and Licenses:

Board Certified Behavior Analyst.

Language Skills:

Ability to read, analyze, and interpret information from professional journals, legal documents, and testing and assessment data. Ability to respond to inquiries or complaints from students, parents/guardians, coworkers, and community members. Ability to present information effectively to faculty, administrators, and public groups.

Mathematical Skills:

Ability to work with mathematical concepts such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations.

Reasoning Ability:

Ability to define problems and solutions and to delegate appropriate responsibilities within the school district.

Other Skills and Abilities:

Ability to communicate clearly and concisely both in oral and written fashion and to establish and maintain effective working relationships with others. Remains current on job-related subject matter.

Technology:

Ability to utilize email, internet, Microsoft Office Suite, Google, and other software to conduct daily responsibilities, develop presentations, and complete reports.

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations, as defined by the District, may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to remain stationary, move from location to location, talk, see and hear. Must reach, grasp and handle objects, and operate computers and office equipment. Specific vision abilities required by this job include close, peripheral, and distance vision. The individual must meet deadlines and interact with others. Occasionally the position requires the employee to work irregular or extended hours. The employee is directly responsible for the safety, well-being, or work output of other people and may be required to meet multiple demands from several sources.

Work Environment:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level of the work environment ranges from quiet to moderate. The work is performed primarily indoors with some travel required.

Position Type:

Full-time

Salary:

$30 to $33 Per Hour