Lead BCBA

Reports to: Director of Behavioral Health Seeking a Lead BCBA for a District Position: this position would work with students and staff in grades PK-12 in the public schools in Lawrence, MA. This position creates the opportunity to work at a variety of schools and ages. The Lead BCBA will collaborate with the district Office of Student Support Services leadership team on an ongoing basis. The Lead BCBA will be the point person to identify needs and supports for students and staff to bolster independence and best practices. The Lead BCBA will also coordinate and facilitate onboarding process for new LPS BCBAs including but not limited to caseload specifics, guidance and informal training on LPS technology and systems, documentation process and school specific/district specific information. The Lead BCBA will also schedule, facilitate and guide non-going role alike meetings with the entire BCBA cohort including but not limited to maintaining rolling agendas, preparing for meetings, fielding concerns and questions and directing content to relevant district leaders. The Lead BCBA will provide de-escalation and crisis management support to classroom teams and building administrators. They will provide consultation and support to district BCBAs/ school based teams specific to tiered systems of support and corresponding behaviorally based interventions such as classroom wide behavior management systems and data collection systems guided by educator feedback and ease of implementation. As well as additional responsibilities as indicated by the Director of Behavioral Health, Asst. Superintendent of the Office of Student Support Services Statement of duty/responsibility: Other duties as assigned. QUALIFICATIONS REQUIRED: Masters degree in behavior analysis, special education or other relevant education specific discipline area Preferred: Advanced coursework/ degree in special education, behavior analysis, social work or mental health related field Current Board Certified Behavior Analyst (BCBA) Certification Completion of BACB Approved 8-hour Supervisor Training Current certification as MA Licensed Applied Behavior Analyst (LABA) Knowledge of and experience with Special Education law, policy, and practices Experience with district-level initiatives, committees or teams as a leader or participant Experience implementing, designing/ monitoring behavior analytic systems of support for individuals and full school building. Experience across a variety of practice settings including public and private school settings, residential and in-home/clinic settings Experience with a wide variety of learner presentations and needs (e.g. ASD, DD, general education, etc.) Ability to collaborate with and actively communicate with stakeholders including parents, outside service providers and agencies,etc. Sound knowledge of MA Curriculum Frameworks and related instruction designed to support equity and inclusion in specialized educational settings Sound knowledge of pre-academic, early academic, and traditional developmental milestones and corresponding age appropriate strategies for use in educational settings Sound knowledge of PBIS and Multi Tiered Systems of Support Frameworks Sound knowledge of IDEA, FAPE and district specific special education policies and procedures Current certification of QBS Safety Care Trainer or willingness to become certified within 90 days of date of hire Experience with a wide range of student age bands/grade levels Ability and willingness to travel to schools across the district and the Central Office as schedule and duties dictate. This includes availability for afternoon or evening programming at least once per month. Demonstrated ability to apply a racial equity lens to decision making Experience designing, facilitating, and coordinating professional learning experiences Strong communication skills (verbal, written, presentation, etc) Working knowledge of Response to Intervention and Instruction Working knowledge of behavior intervention and Restorative Justice/Practices Self-starter with the ability to work independently as well as collaboratively with teams of educators and district and union staff Knowledge of protocols that lead to productive and focused discussions Quantitative and qualitative data analysis