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Title

Board Certified Behavior Analyst 

About the Organization TranZed Alliance is a nonprofit organization serving children, families and child-serving organizations and is dedicated to transforming how America educates and cares for its children through education, behavioral health and national training and consultation services. Affiliates of TranZed Alliance include The Children's Guild, Monarch Academy Public Charter and Contract Schools, TranZed Academy for Working Students, TranZed Apprenticeships Services, The Children's Guild D.C. Public Charter School, TranZed Institute, the National At Risk Education Network, the TranZed Alliance Conference Center and The National Children's Guild Fund. We are among the most experienced child-serving organizations in the Greater Baltimore/Washington region and currently expanding in national and international programs. Each year, the agency's continuum of care and its more than 475 professional staff help thousands of youth and young adults and their families achieve excel and succeed. We operate public charter and contract schools, special education schools, apprenticeships and pre-career programs, therapeutic group homes, treatment foster care, and behavior health services. We invite you to be part of our innovative team.  
Full-Time/Part-Time  
Location The Children's Guild - Prince George's Campus  
Description

We are seeking candidates for the 2018-2019 school year.

General Job Description

The primary roles of the Board Certified Behavioral Analyst are to: 1) Support the Children’s Guild’s behavior motivation model and provide supervision, modeling and mentoring to staff executing the model; 2) Maintain regulatory compliance with all governing requirements and licensing agencies (COMAR, MSDE, OSSE); 3) Identify needs then develop and provide training experiences for school personnel including teachers, teaching assistants, therapeutic behavior aides, social workers, resource instructors and related service providers; 4) Provide direct supervision to resource instructors and therapeutic behavioral aides in compliance with regulations for identified students; 5) Work collaboratively with the school’s IEP coordinator and student LEAs to assure standards of service delivery are aligned with requirements from each jurisdiction served and; 6) Serve as a behavioral resource to parents, community providers and the greater school community.

Qualifications

The qualifications of this position include the commitment and drive to develop the potential of others and the interpersonal skills necessary to do so. The successful candidate will also possess a value system that is consistent with the organization’s philosophy and goals, demonstrate leadership skill, be mentally alert, physically healthy and possess the stamina needed to work with children in a dynamic environment. The professional in this position must also possess a desire to grow, learn and change, and to serve as a role model. This professional will work closely with both the behavioral resource instructors as well as the clinical team.

This position requires significant knowledge and experience with behaviors associated with emotional disturbance and autism in children grades K-12.

Academic Preparation and/or Experience:

Certification by the Behavior Analyst Certification Board (BCBA or BCBA-D) and/or a master’s degree or higher from a behavioral analysis educational program that is accredited by the Behavior Analyst Certification Board or its successor organization.

Accountability

This position is accountable to the Principal.

This position supervises the resource instructors and therapeutic behavior aides in coordination with the Principal and/or Principal’s designee.

Skills and Responsibilities:

Key Result Area #1: Responding to Mindset in Behavior

This KRA is successfully completed when the professional:

  1. Demonstrates pro-active use of behavior management strategies that provide emotionally and physically safe spaces for students to regulate their behavior.

  2. Identifies alternate behaviors to be taught to the students that align with Individual Educational Plans and Behavioral Intervention Plans.

  3. Actively monitors and supervises interventions with physically aggressive or self injurious students for safety.

  4. Analyzes the therapeutic impact of interventions for students in distress. Facilitates case reviews/studies with therapeutic behavior aides regarding behavioral interventions.

  5. Develops replacement behaviors to meet the emotional and physical needs of children in distress.

  6. Assists staff with understanding the root cause of aberrant behaviors and effective interventions to reduce/eliminate these behaviors.

  7. Assures the methodology of practice aligns to the school’s Positive Behavior Intervention Model.

  8. Assures the therapeutic focus is strength based to maximize academic performance.

  9. Utilizes continuous data collection and analysis to make decisions.

Key Result Area #2: Management of Behavioral Services in the School

This KRA is successfully completed when the professional:

. Assures that parents, families and providers are contacted in a timely manner with information relevant to their student.

. Provides behavioral supervision to all therapeutic behavioral aides in a timely and effective way.

Facilitates behavioral meetings.

Facilitates case study review meetings.

Assists in reviewing classroom management programs as part of an interdisciplinary team to include observation and team meetings, and provides direction to classroom staff regarding appropriate behavior management techniques.

Offers parents the opportunity to work with the BCBA in developing a behavioral program for the home that aligns with the student’s educational behavioral plan.

Supervises data collection, data entry into School Wide Information System and completion of Student Intervention Reports.

Assists with the development of FBA/BIPs and monitoring implementation.

Participates in IEP meetings as requested.

Key Result Area #3: Regulatory Compliance

This KRA is successfully completed when the professional:

Aligns daily practice with COMAR regulations and District of Columbia/OSSE regulations.

Develops and monitors systems to ensure that resource instructors and therapeutic behavior aides are following regulations and are compliant with all required notifications and documentation.

Key Result Area #4: Training

This KRA is successfully completed when the professional:

Provides staff have assistance and support in understanding the student’s FBA/BIP and the components of effective intervention plans

Participates in and graduates from the Children’s Guild’s Pre-Service Training Program

Participates and/ or serves as instructor in The Children’s Guild College of Transformation Education and the school’s weekly professional development activities.

Assists in assessing programming for staff training needs.

Participates in campus in-service trainings and agency in-service trainings.

Provides in-class support for students with behavior management problems.

The Children’s Guild demonstrates an awareness of, respect for, and attention to the diversity of the people with whom it interacts (persons served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structures, policies, and services.


Key Result Area #5: Professional Development

This KRA is successfully completed when the professional:

Maintains licensing and continuing education requirements.

Key Result Area #6: Positive Student Intervention

This KRA is successfully completed when the professional:

Executes PBIS throughout the school program.

Integrates the Transformation Education philosophy into the behavioral practices of the school.

Fully implements staff and student culture card meetings

Assures that behavior motivation practices incorporate PBIS, FBA/BIP strategies, all which include parent input.

Monitors safety for potentially high risk situations and aligns students’ FBA/BIP wi

 
Position Requirements

The Children’s Guild demonstrates an awareness of, respect for, and attention to the diversity of the people with whom it interacts (persons served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structures, policies, and services.

 

This position is currently accepting applications.

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