<p>Board Certified Behavior Analyst JobID: 2620</p> <p>Position Type:</p> <p>Student Support Services/BOARD CERTIFIED BEHAVIOR ANALYST</p> <p>Date Posted:</p> <p>5/1/2025</p> <p>Location:</p> <p>West Hartford Public Schools</p> <p>Date Available:</p> <p>08/25/2025</p> <p>Closing Date:</p> <p>05/19/2025</p> <p>&nbsp&nbspAdditional Information: Show/Hide</p> <p>West Hartford Public Schools seeks to fill a position for a full-time, districtwide Board Certified Behavior Analyst (BCBA).</p> <p>Primary Function:</p> <p>Provide support and modeling to staff in behavior intervention strategies.</p> <p>Qualifications:</p> <ul> <li> <p>Certification:</p> </li><li> <p>Current Board Certified Behavior Analyst, certified by the Behavior Analyst Certification Board (BACB).</p> </li><li> <p>Education:</p> </li><li> <p>Required - Master's Degree in applied behavior analysis, special education, psychology or related discipline.</p> </li><li> <p>Experience:</p> </li><li> <p>Required - Minimum of 3 years experience as a BCBA. Expert knowledge of intervention planning for developing behavior change strategies that focus on reducing problem behaviors and increasing appropriate behaviors.</p> </li><li> <p>Preferred - Classroom teaching experience, social worker or psychologist.</p> </li></ul> <p>Essential Performance Responsibilities:</p> <p>Support staff in identifying and working through problem behaviors. Provide ongoing professional development in the area of behavior to all staff. Provide techniques and modeling of behavior intervention support to staff.</p> <p>Other Performance Responsibilities:</p> <ul> <li>Work 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 PBIS. </li><li>Demonstrate expertise in the area of data collection and behavior analysis. </li><li>Assists case managers/building based psychologists and social workers in writing of comprehensive functional assessments and behavior intervention plans and instructional methodologies for staff. </li><li>Provide training in the use of data collection, positive behavior supports, intervention techniques and instructional methodologies for staff. </li><li>Attend IEP, eligibility, or other meetings as necessary and provide related behavioral information. </li><li>Work with students who exhibit maladaptive/unexpected behaviors and provide support and professional learning for staff who work with such students. </li><li>Travel to school sites as required for observations, functional behavioral assessments, behavior intervention plans, or programmatic recommendations for individual students. </li><li>Engage parents in the process of creating behavior programs for students in order to empower parents by providing them with skills and techniques to support the positive behavior development of their child. </li><li>Develops strong collaborative relationships and trains families, caregivers, and school staff to implement effective techniques across all environments, promoting progress and generalization. </li><li>Provides ongoing training of school staff, ensuring treatment integrity and supporting the professional growth of staff. </li><li>Monitors progress and evaluate treatment effectiveness regularly, maintaining high rates of progress. </li><li>Identifies behavior goals and intervention techniques utilizing non-aversive behavior change methods. </li></ul> <p>Supervisory Responsibilities:</p> <p>The purposes of supervision are to improve and maintain the behavior-analytic, professional, and ethical repertoires of the faculty and facilitate the delivery of high-quality behavior-analytic services. Effective behavior-analytic supervision includes:</p> <ul> <li>Development of performance expectations </li><li>Observation, behavioral skills training, and delivery of performance feedback </li><li>Modeling technical, professional, and ethical behavior </li><li>Guiding behavioral case conceptualization, problem-solving, and decision-making repertoires </li><li>Review of written materials (e.g., behavior programs, datasheets, reports) </li><li>Oversight and evaluation of the effects of behavioral service delivery </li></ul> <p>Knowledge, Skills, and Abilities:</p> <p>Technical: Able to work with district technology systems to include special education IEP software (CT-SEDS). Able to utilize Google Suite, including but not limited to, Google Docs, Google Sheets, etc.</p> <p>Interpersonal: The candidate must exhibit excellent communication skills and be able to work collaboratively with staff, students and parents. Must be able to model and implement behavior strategies to support staff and students struggling with behavior. Must exhibit sound judgment in dealing with people. Must have strong organizational skills. Must be able to maintain harmonious relationships with staff, students, and parents.</p> <p>Click here for a message from WHPS to our prospective employees!</p> <p>Equity and Anti-Racism Vision</p> <p>We, the members of West Hartford Public Schools, dedicate ourselves</p> <p>to the pursuit of equity. Equitable schools are those that value and</p> <p>honor ALL in our community as unique individuals capable of</p> <p>maximizing their true potential. We make a solemn promise to identify</p> <p>and dismantle all elements of systemic racism and historical inequities.</p> <p>We vow to clear paths, with a relentless duty to those in traditionally</p> <p>marginalized groups. We pledge to partner with ALL families in the</p> <p>service of the success of each child.</p>